a fourth point

 A fourth point in educational reform

The fourth point is that teachers need to be drawn at least partly from the pool of those who didn’t necessarily do so well in school. Late bloomers and failures are important to engage in teaching others. 

A reason for this is that when faced with stress, as happens in most schools, teachers tend to fall back into positions most comfortable to them, often meaning the ways they themselves were taught. And those who go to college are generally the ones who learn comfortably by rote, rather than by doing. We need trained doers in schools whose most comfortable fall back positions are getting things done rather than talking about stuff. In doing real things, all the senses are engaged, more fully engaging the various parts of the sensory and motor cortices in the brain, establishing a deeper level of engagement and remembrance.

A child's use of senses should come first. An understanding presented by Comenius in the 17th century.

"The ground of this business (education) is, that sensual objects be rightly presented to the senses for fear that they not be received. I say, and say it again aloud, that this is the foundation of all the rest; because we can neither act nor speak wisely, unless we first rightly understand all the things which are to be done and whereof we have to speak. Now there is nothing in the understanding which was not before in the senses. And therefore to exercise the senses well about the right perceiving of the differences of things will be to lay the grounds for wisdom and all wise discourse, and all discreet actions in one's course of life, which, because it is commonly neglected in schools, and the things that are to be learned are offered to scholars without their being understood or being rightly presented to the senses, it cometh to pass that the work of teaching and learning goeth heavily onward and offereth little benefit."

Make, fix and create.