Thursday, March 26, 2015
The point here is not that a good teacher can manage a large class but that managing a class and teaching a class are two different things. In fact the idea of a "class" as an effective grouping for student learning is erroneous in the first place.
Anyone who has paid attention to the workings of his own mind, and has made some efforts to note its wanderings will admit that the attention necessary to learn in a classroom is fleeting at best. The teacher may call the class to attention and introduce a bit of new material, which will be taken up by individual students at varying levels of comprehension, based not only on the students' intelligence but also on the students' experience and interests. Not all students will have the same level of interest and attention at the same time. Fortunately some students have the ability to assemble discrete packets of information into a holistic comprehension of the subject matter as the mind's attention moves in and out of range of materials being presented in a classroom setting. But within a "class," consisting of students with varying levels of intelligence and diverse prior experience, and in which students are burdened with circumstances outside the school that none-the-less have real impact on ability to be present and attentive, the range is too great for even the best teachers to overcome.
Nearly every good teacher in the world will describe the challenges that arise when they have too little time to give individualized attention to each student. And yet, in administrations and in the halls of Congress, nothing is done to reduce class size. The idea in American education seems to be that by crowding students into a room and "teaching" them, they will conform to "standards," but the first standard that should be set would be for teachers to have no more than 20 students in a class.
If you were put in a situation in which you felt you were simply wasting your time, how long would you linger? Children and teachers face that situation each and every day.
Clear Spring School is out this week for Spring Break, so I am attempting to make products to fill an order for Appalachian Spring. The box design at the top of the page is one I worked out in my waking hours of the night. It is a small box in which the wooden hinges is integrated in the lid and back. I am about to sign a contract with Taunton Press for another box book, this one about making tiny boxes. So, in teaching and in other things, size matters.
Make, fix and create...