http://restlessfeet.co/wp-content/plugins/easy-fancybox/fancybox/ e In my previous post of the same title I described the immense differences between the world that today’s children inhabit and the classrooms that they enter every weekday morning. Below I have paired up the statements that I wrote in random order last time, in order to illustrate the striking differences between the two environments that our children move between. I wonder if you agree with what I have written?
source url Classroom: The adults control what is learned
World: The child can control what is learned
watch Classroom: There are defined spaces for learning
World: There are no fixed spaces for learning
Classroom: There are fixed hours for learning
World: There are no fixed hours for learning
singulair paediatric 4mg chewable tablets side effects Classroom: The child develops relationships with a limited number of adults and peers
World: The child can contact and learn from a limitless number of adults and peers around the world at any time, day or night
Classroom: Change is slow
World: Change is fast
Classroom: Learning tasks are assigned to children in sequential order
World: Multi-tasking by children is normal
Classroom: Leisure and learning are separate
World: Leisure and learning are blended together
Classroom: There is a defined body of knowledge to be learned
World: There is a limitless body of knowledge that can be learned
So, what should we do about this?
With very few exceptions, schools do little to bridge the gap between the classroom and the world. That may not be a bad thing! I have come to the conclusion that schools should not try to imitate the child’s world for two reasons, as follows:
1. The child’s world is not a ‘better’ world than the classroom; it is just different.
2. For many reasons – generational, technological, professional – schools will probably not be able to catch up with that world even they wished to.
So rather than imitate the child’s world, schools should aim to complement it by providing joys and challenges that are not found in that world. Above all, they should be aiming to ensure that children become critical, creative and adaptive thinkers with the resilience required to help them be successful and content whatever today and tomorrow may bring.
Next time: a dip into some fascinating research on how children succeed.