Educational Evolution: The Inevitable March Forward (29)

Ancestry and Action

There is a common ancestry within our societal, technological and educational evolution as humans. There was a bright idea, a movement, a revolution, that spawned ingenuity and progress. Before there was electricity, people knew there was a way to harness energy and create a safer way to light our homes, other than candles and lanterns. It took a mindset, a drive to move forward, invent, accelerate our society. It took a dream, science and a deep passion to march into the future, in control of our destiny. It took patience and insight.

Change comes in punctuated equilibrium, blasts and bursts, but also in slow, incremental moves. Either way its progress, its evolution, its transformation. Nature, science, technology, humanity- we are all in an inevitable march forward. No matter how random these changes and expansions may seem, they connect somehow. They intertwine and bring about a web-like growth, we often don't see.

What we tend to see is the punctuation- the loud, boisterous maturations that headline the news. Sometimes they feel organic, inevitable - but no matter the fluidity, they start with a spark. A spark of creativity, vision, acumen. A communal divination so to speak. When this happens the wavelength becomes a wave expanse and the movement begins. It starts with a vibration- a Tweet, Post or two. Then it becomes a fluctuation- A chat, news story, mob of protesters. Then it evolves into a rebellion, a cause- a public recognition of what we need to do better, how we can be better.

Education Evolution

Credit for our modern version of the school system usually goes to Horace Mann. When he became Secretary of Education in Massachusetts in 1837, he set forth his vision for a system of professional teachers who would teach students an organized curriculum of basic content. Basic content, but it had to be based around familial need as well, children could learn but were also expected to help out on the farm as well. Then there was a shift.

Public schools in the US were created to educate “the masses” and make them into better workers and better citizens. There were problems of masses of uneducated young people who were rough and tumble, those who did not fit the social acceptability of behavior and intelligence. They wanted to socialize children into becoming respectful and prepared for life. They were focused on creating good citizens, not necessarily ones that could reason and think for themselves.

By 1900, 31 states had compulsory education for 8-12 year olds. It became a way of life for children to attend school. Yet, they remained in rows, facing forward- very little time to socialize except at recess, under penalty of harsh discipline. We have all seen the stereotypical teachers of the 19th and 20th centuries. School marms or strict head masters. But eventually it changed again. High school became the norm after primary school and children were staying in school longer and learning more subjects other than the "three R's."

Finally, classrooms started breaking away from the pack and new designs and set ups emerged, new curriculum was born, new strategies were put into place and eventually- teachers began to get creative. They started teaching in new ways- letting students 'do'. Choose their own way of demonstrating their knowledge. Students could choose how they learn best and how they prefer to take notes and how they need to have information presented to them. Students now had options.

Teachers started letting students collaborate. They began to teach students how to teach themselves, how to think for themselves. They took a step away from the sage on the stage to more of a facilitator role. Desks were flexible, pacing was flexible as long as the curriculum was presented. Students and teachers began to collaborate and plan together. This opened up a new world, popping the bubble of old school education, in its wake.

Where do we go from here? What is the next educational evolution? This is what I dream, I believe, I recognize as our next push ahead. I know for me- this is my inevitable march forward. A classroom where every day, mindfulness is discussed and emphasized. Where positive speak is the norm. Where students are challenged and pushed just beyond their comfort zones, as to get them excited about failure- knowing they can try and try again until they get it. 

A classroom where every one can speak their mind, respectfully. Where no one feels bullied, unheard or like they are not the smartest person in the room. Confidence is key and mindfulness the lock. If we balance the two- there will not be arrogance or self-centered behavior-there will be trust, admiration and cooperation. No one will be left behind, because it will not just be me, on the lookout with an emergency kit, but everyone will have binoculars and triage experience.

If we teach students to reason and think for themselves they will be confident learners. If we give them situations to test this resolve- they will build endurance and determination. If we allow them to struggle- step back and let them struggle, they will grow because they will know they can do it. If we let them talk, work together- urge each other to keep up and excel- they will do so from peer pressure alone. Peer pressure is not a bad thing. It keeps us motivated. If we scaffold learning with bravery and persistence- they will meet our expectations.

There is a constant backlash against education -"It is failing our children." Education itself is a very vast empire of kings and rulers- deciding the fate of many. But it is forged and strengthened by the masses- the under dogs, the worker bees, the commoners- us educators that know the inner workings of a classroom. Us rank and file that no longer wear the uniforms of an army outdated. We are the voice of the new generation of education. We are the true leaders of the inevitable march forward.

Personal Progression

I started teaching because I grew up in an education bubble, in schools where discipline overpowered creativity and individuality. Where teachers lectured and students sat quietly in desks, facing forward- listening and absorbing the best they could. We did not have brain breaks, collaborative- purposeful talk, or makerspaces. It was a different time.

Did I learn? Yes. Did I engage? Sometimes. Do I really remember anything specific I was taught in school? Not really. I did synthesize facts, but not really details. Then as an adult I used the details from college to create my scaffolding for processing the real world. My love of science came from college. My love of reading came from college. My love of learning came from college.

I became a teacher because I wanted the love of science, the love of reading and the love of learning to happen for my students in middle school. I wanted to create an atmosphere of try new things, fail, grow, engage, talk, interact and actively process new ideas. To have fun while learning. To not just create a space for science but one that embodies mindfulness as well. To make sure that as much science was swirling around us- kindness, awareness and confidence was the glue that held us together as a community.

Evolution is inevitable. Are you on board? Join the rebellion. Be that teacher- the one they remember long into college and look back and say- I remember the content and the person. I have taken this memory with me- and it has made me, above all else, a reasoning, mindful, thinker and for this I am grateful.