Reflection
This piece, by Khan, gave me quite a bit to think about and infiltrated my mind with many memories of being a student. Khan begins by discussing the current education system in the U.S. and therefore the Prussian model it originated from. I immediately thought about my colleague, who previously worked as an eighth grade teacher for 10 years. I have recently discussed with her my interest in becoming a teacher. She often warns me about the ‘broken system,’ and that being the reason she left. I would often think about all the great things she left behind: the stability of a union, pension, tenure, etc. I never quite understood her decision or what she meant by a ‘broken system, where the kids are not prioritized’ until reading this text.
Khan explains that our K-12 education model was initially shaped by Prussia many years ago. The initial goal of this system was not to prepare students for future success or ignite creativity and intellectual potential. Khan says, it was actually quite the contrary. This makes me wonder alongside them, why have we not made any changes or spoke out in favor of some level of reform in the classroom? Khan explains that the standard classroom was built to force students into thinking about things in terms of subjects. All in an effort to minimize abstract thinking and focus on memorization. A perfect setting for indoctrination, made intentionally.
Khan discusses his views on traditional testing standards and implementation in the current system. While I was reading this section in particular, I had some flashbacks. Khan argues that there is far too much emphasis on testing and that the results do not define a student’s potential to learn.
I can remember on multiple occasions mentally blacking out during tests, resulting in a failing grade. I did poorly on my SATs, I failed my drivers test the first time, and would often find myself in tears after taking any exam. For me, it was the anxiety and pressure that would get to me. I can remember studying anatomy in undergrad for countless hours, seeing a tutor multiple times a week, knowing my material inside and out. But yet, when I walked into the lab for my practical exam, my heart would race, and my mind would go blank. Countless times in Middle and High School, I would sit with a test in front of me for the entirety of the class and then turn it in blank due to these overwhelming feelings. These experiences align with Khan's perspective on current test taking practices. They do not define a student or allow for creativity, instead they are restricting and discouraging.
Khan does mention he is not against testing, just the current system thereof. If we were to use a different method of testing, what would that look like? I did some research and found some alternatives being implemented which draw on student's creativity. Alternatives to Traditional Test Taking
Hi Georgie! I really enjoyed your reflection. I think it's so interesting that you know somebody who left teaching because of this broken system of education. I understand where she's coming from, but I also think that after reading this article, it's important to have people who care about children's creativity as a mentor fighting for them. I also relate to you when it comes to test-taking. I was always a good student, in Honors and AP classes, but when it came to test taking, I would constantly cry while preparing for a test, and even after taking a test if I thought I did poorly. I never thought enough studying was enough and I was eventually diagnosed with test anxiety. It sounds like you might have this as well. I ended up getting extra time and breaks on exams which definitely helped me feel better during a test but didn't get rid of the stress before or after taking a test.
ReplyDeleteHi Georgie, thanks for sharing! As someone who doesn't work in the traditional education system, I know many folks who've left teaching because of the system. We need teachers who deeply care for students' success and wellbeing, and I think that the system often takes advantage of teachers' natural desires to help others. I've collaborated with dozens of teachers in my career, and most of them feel as though they are over-worked, underpaid, and the pressure admin places on them is just too high. So why do teachers stay? From the people I've worked with, it's almost always because they genuinely want to help their students. I found a blog post about some of the most common personality traits of educators, and I think it's helpful to remember that in order to better our system, we have to support our teachers. Here's the post if you're interested in reading it! https://www.teachersoftomorrow.org/blog/insights/good-teacher-qualities/
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