Part 2 of 8 in The Emperor has no Clothes: How do we fix a broken schooling system?← Part 1Part 3 →
This chapter questions the perceived improvements in modern education, highlighting the gap between new educational terminology and actual classroom practices. It is relevant for educators, parents, and policymakers interested in understanding the realities of school systems.
- Schools claim to focus on creativity and critical thinking.
- Classrooms still feature one teacher lecturing to large groups of same-age students.
- Teaching is often aimed at the average student, leaving some bored and others lost.
- Exams are standardized, assuming equal learning for all students.
- Despite new terms, classrooms remain teacher-centered.
Sceptic: But surely schools have improved. They now talk about creativity, critical thinking, project-based learning and experiential education.
Me: Yes. We have become very good at changing the vocabulary without changing the reality.
Visit an ordinary classroom tomorrow.
What will you see?
One teacher standing in front of 30 or 40 children of exactly the same age, teaching exactly the same material, at exactly the same speed, during exactly the same 40-minute period.
Some children are bored because they already understand it.
Some are lost because they haven’t understood the prerequisites.
The teacher has little choice but to teach to the middle.
At the end of the term, we give everyone the same exam and pretend that the marks tell us how much they have learned.
We may use fashionable phrases such as “student-centred learning”, but the classroom remains fundamentally teacher-centred.
Frequently asked questions
Have schools improved in teaching creativity and critical thinking?
While schools use terms like creativity and critical thinking, the reality in classrooms often remains unchanged with traditional teaching methods.
What is the problem with teaching to the middle in classrooms?
Teaching to the middle often leaves advanced students bored and those who struggle feeling lost, as it doesn't cater to individual learning needs.
Why are standardized exams criticized in this chapter?
Standardized exams are criticized for assuming all students learn equally, which doesn't reflect individual differences in understanding.
What does 'teacher-centered' mean in the context of this chapter?
Teacher-centered means the teacher controls the lesson, with little focus on individual student needs, despite claims of student-centered learning.