We have a recurring theme here in G-Town surrounding our students and academic achievement. As our teachers analyze data and discuss new literacy strategies, I keep hearing the same thing. Our students don’t want to think.
It seems that they really prefer assignments that are specifically spelled out and require only regurgitation of facts. When we ask them to really think about something, to investigate, to reflect, and to respond, they are reluctant. Our kids continually ask the teacher for the answer or for reassurance that they’re on the right track, that the answer is what the teacher is looking for.
Our graduates struggle with this same analysis and reflection, this same critical thought, when they hit college. It leaves me wondering how we got to this point. I graduated from high school 26 years ago and I have strong recall of numerous projects and position papers/speeches, including one from sixth grade. I felt well prepared to analyze and to think critically, it’s obviously a way of thinking on which I rely in my current profession.
So when did we stop asking students to really think and learn? Did our focus on the students at the bottom cause this shift? Did we start spoon feeding students and continue to the point where we are now? I’m curious how this shift occurred and certain that it’s time to make a change.