Schools, recession editorial slanted

(UNEDITED) Since there was no name attached to this editorial, I cannot address the writer directly. I would however, like to make the writer aware of several factors that appear to have slanted his/her judgement. Performance based pay in teaching is not as simple as it would seem. While we can define and mandate the use of good instructional methods, we cannot control how students will repsond. Good teaching does not guarantee student learning. The teacher is in control of the instruction but the student is in control of the learning. Knowledge cannot be forced upon someone who does not wish to learn. Evidence of this is found in adults who know cigarettes cause cancer and still smoke.

If teachers are paid based on student learning, I cannot imagine why any teacher would want to teach any students other than the brightest and best. Many groups of students require additional assistance to learn. Special Education and English-as-a-second-language are just two of these special needs programs. These students progress at a pace that is appropriate for their abilites, regardless of how skilled their teachers are. Learning is tightly tied to student ability and willingness as much as to teacher superiority.

In the same classroom, receiving the same instruction, some students will pay attention, ask questions, do assignments, come in for additional help and try their best. Other students in that same room, tune out the instruction, fail to attend regularly, never bring supplies, refuse to do homework, and use class time to disrupt, visit with friends, sleep,and in general undermine the learning environment for all students.

Twenty years ago, in a class of thirty students there might be two or three who refused to engage in the learning process and took teacher instructional time away from the entire class by requiring consistent if not constant monitoring or correction. Now fifty percent or more of the average classroom of students fall into this category. Teachers expect to dedicate SOME of their time to discipline, perhaps 20% might be considered reasonable. But, when more than half of every instructional period is spent dealing with disruptive or passive resistant behavior, instructional time is lost and students who want to learn suffer.

Can we just once put SOME level of responsibility where it belongs. Teachers cannot force anyone to accept the gift of knowledge. They can invite, entice and cajole,, but the reality is that learning is a participant sport and in order for excellent learning to take place there must be excellent instruction on the part of the teacher and excellent effort on the part of the student!

Beverly Zimmerman-Davis

Ogden