Re: Supporting vs stifling curiosity

[Hugh Haskell <hhaskell@MINDSPRING.COM>]

At 14:19 -0400 2/10/02, Chris Horton wrote:
> From my limited observations of ninth grade science classes, reports from my
> children on 5-9 sci classes and my own recollections, this response is
> rampant in our public school systems.
>
> My daughters flatly refused to let me teach them any physics.  They clearly
> stated their reason: they didn't want to know more than the teacher; it
> would make her angry.
This problem is widespread throughout our educational system. It
seems to be the fallout of the "educational reform" of the first half
of the 20th century, in which the idea was that in order to be able
to teach, it was not necessary to know the content of the subject
being taught, only to know "how to teach," and so that was all that
was taught in education schools. Administrators, imbued with this
false idea, feel free to assign teachers to any class without regard
to their qualification to teach the subject. Is it any wonder that
the teachers are defensive about their subjects, when they are being
graded by their supervisors on what amounts to their ability to hide
from their students the fact that they know nothing about the subject
they are teaching?

A few states have instituted requirements that, at least for high
school teachers, they must first get a BS or BA in an "academic
subject" before taking a masters in education in order to qualify for
a teaching credential. But even that doesn't keep the principal from
assigning any teacher to any class where there is a vacancy,
irrespective of their qualifications.

It has certainly been my observation, not only in schools, but
throughout the adult world, that the best leaders are, in general,
those who understand what the people whom they are leading are
supposed to be doing. Only when they understand the nature of the
task to be done, are they capable of letting those charged with doing
the job get on with it without undue interference.

I have long advocated that teachers need to know *more* of their
subject than they will be teaching. It is only this excess of
knowledge that enables them to have the confidence to conduct an
effective class and encourage effective thought among the students.

But when put in the position of trying to teach something for which
you are not well qualified, I have found it best in all cases to
admit your ignorance up front, and be willing to tell a student when
you don't know the answer to a question, and to turn the question
into an assignment for both of you to seek the answer. Nothing will
lose the respect of the students faster than the teacher's trying to
cover up their ignorance. The students will see it and recognize it
for what it is and will make the teacher's life miserable. Whereas,
if the teacher admits their ignorance but shows a willingness to
learn along with the students, they will usually respect that.

Hugh
--

Hugh Haskell
<mailto://haskell@ncssm.edu>
<mailto://hhaskell@mindspring.com>

(919) 467-7610

Let's face it. People use a Mac because they want to, Windows because they
have to..
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