Welcome To My World
I’m not inclined to read the “pretty garbled NYT op ed” on which Ann Althouse briefly comments. I don’t need to.
The NYT article is a discussion of whether standardized tests reflect actual mastery of a subject, or rather a student’s compliance with the teacher and curriculum.
Now, I haven’t done studies on school testing, my experience is merely anecdotal, results may vary, this offer is void where prohibited, and all that.
All caveats aside, all I can say is, “Duh.”
My older is just in 3rd grade, and I’ve already noticed that compliance is emphasized at least as much as academics, if not more. This conclusion creeps me out a little, frankly, and leaves me to wonder how much “compliance training” I’m expected to put up with in the coming years.
Spelling and math are (as-of-yet) immutable subjects, and their grading is still cut-and-dry. Your test grade reflects your level of mastery, period.
In the other subjects, it’s not so simple. Grades have more to do with being able to follow convoluted instruction than, you know, just learning new facts. The instructions are often markedly more difficult than the underlying material.
Crafty homework projects and perplexing worksheets abound. Once my son has mastered the underlying skill or principle, one finds this hoop-jumping burdensome and pointless. He does ‘em because he has to, not because they help him learn. Except, maybe, they help him learn to comply without question. Do what he’s told.
Academics come pretty easy for my 3rd grader. His memory is sharp, and his reading level is high. What’s more, he cares about making good grades. Much like his mom, he is a worrier and a pleaser.
I find myself counseling him, “Don’t worry about the grade. I don’t care. This is good enough.” It’s the truth, too: I don’t care about his grades because I don’t think they properly reflect academic mastery.
Unfortunately, this tact makes me uneasy too. Shouldn’t I want my child to strive for high grades? I worry to myself. Should I be training my eight-year-old to not care what the teacher thinks?
I don’t have an answer to that question. Right now, smack in the middle of the situation, the conundrum is best worded like this:
Which is worse, teaching your kid to be a slacker, or teaching him to be a good little minion?
Can I suggest neither? With my sons I have made it a point for them to learn and understand what they are being taught but, just as with TV, to also question it. They should not simply accept something because it has been told to them by someone in a position of authority.
As for learning facts, math and spelling are the only subjects where you can get away with not critically reviewing what the kids are being taught. Even science is subject to (liberal) bias. I’ve had to explain to my youngest that global warming is not going to destroy the planet and us along with it.
The challenge is finding the time to engage your kids on what they are learning, and to do so on a regular basis. But it’s worth it. Children understandably need help with critical thinking. After all, the brightest minds are the ones that question what they are being told, because they are going to actually do the critical thinking required to draw their own conclusions.
Thanks for the thoughtful comments Dean. It helps my perspective, which can sure get myopic when I’m mired in the middle of homework and basketball practice.
You are right. Even being taught the wrong things at school can be a positive thing: an opportunity for me to explain why it is wrong and provide a better perspective.
I’ve got time to engage my kids, since I’m a stay at home, and you’ve provided a clear reminder that the engagement must continue, even as they get older and work more independently.
If he’s anything like I was, he can grow up to be a slacker on his own. But only careful training can teach him to be a minion. I’d advice that you take great pains to ensure that he never gets the latter training.
Make it harder on him… tell him he got two wrong and make him check his own work. Doesn’t matter how many he actually got wrong. Now you’re training him to think and argue his case. Both problems solved, at least for now…
ah ha ha ha. Uh, Jim. I find the fact you are counseling me to set up situations in which the boy has to argue with me very droll. If only you knew how good he already is at “arguing his case.” Sometimes I lament how I’ve inadvertantly taught him to lawyer me. But also I’m secretly pleased as punch when he manages to state his case forcefully enough to change my mind.
Parenting is such a wild, control-free experiment.
Thanks for the thoughts on the dangers of “minion training.” I’ve been counteracting it as much as possible, and haven’t reached the slacker problem yet. I’ll change my tact when he’s older, perhaps . . .
“Crafty homework projects and perplexing worksheets abound. Once my son has mastered the underlying skill or principle, one finds this hoop-jumping burdensome and pointless. He does ‘em because he has to, not because they help him learn. Except, maybe, they help him learn to comply without question. Do what he’s told.”
That has been a criticism of our educational system for decades. It is about compliance, and has little to do with actual mastery. That, and curriculum is alerted to “teach the test,” in order to get higher scores.
It’s gratifying to get outside verification of my own experiences Matt. Decades, you are right. In the 30 years between my kid and me, the changes are pronounced.
It’s all very academic to me because my kids are much younger, and I don’t face the same issues. I think it’s important to stress inquisitiveness and perseverance. In theory grades are there to guide the student.
…But watch me change my opinion 180 degrees once my kids graduate pre-school.
Every school and every teacher is so different. You will run the spectrum just like me, no doubt. Sometimes with my older one, it seems like school sucks out the inquisitiveness, and curtails the perseverence. Makes him fit into “the box,” you know?
oh and also, I tend to overthink things. Noticed?
“Which is worse, teaching your kid to be a slacker, or teaching him to be a good little minion?”
These are the kinds of questions that led me to keep dogs instead of kids.
LOL! I wouldn’t know, I tend to overthink myself.
Sorry I got to this party late…having two of my own – one of which I continue to tell “you need to think about law school so you can be PAID TO ARGUE!” (sounds like we have similar boys).
Our kids have brought home stuff about global warming and save-the-whatevers….we’ve talked to them about how the earth has cooling and warming periods, way before…we haven’t had serious issues with it, but I do advise you to have them bring their science texts home so you can see what they’re reading up on. One other thing I suggest is that you do a lot of reading WITH them – right now my kids have gone through Harry Potter, so I read it too. Same with “The Lightening thief” series. If you have some control of the stories they read and read the stories with them, discussing the plot/characters it helps
Thanks Lynn. Good points. I didn’t actually check his textbooks, now that you mention it. Mostly, they are left at school and I hadn’t thought much about them.
We’re almost done with Nick of Time by Ted Bell right now, and I highly recommend that one. Really exciting.