Tag: Education

The first rule of Test Club is…

What are the two most depressing words in the English language?This week, my vote goes to “test club.”That’s where my daughter is this afternoon. She’s at her school’s “test club.” Instead of running around outside chasing a ball, or dreaming up a dance routine with a friend, she’s burnishing her exam-taking skills for the upcoming test that will determine what secondary school she goes to.

This is what education has come to in Britain and so many other countries. Exam scores are now more important than learning itself. Mastering the art of taking tests has become a central part of the school experience.This is absurd. But it’s also part of a broader obsession with targets and metrics.Measuring progress can be useful, of course, but too often the metrics become an end in themselves.When Sears set quotas for its auto repair teams, staff began overcharging customers and inventing faults.In the public sector, a fixation on targets has led to police forces redeploying detectives to easier cases to meet arrest quotas and to doctors moving patients who are less ill to the front of the queue to keep down waiting times.In 2011, investigators uncovered the largest cheating scandal in the history of the public school system in the US. Nearly 180 teachers and principals across 44 schools in Atlanta, Georgia, were accused of routinely correcting their pupils’ answers on standardized tests. Whistleblowers were bullied, hit with professional sanctions or fired. Meeting those short-term targets, and harvesting the concomitant kudos and cash, had become more important than the long-term goal of giving children a solid education.

Trapped inside the current system, parents have little choice but to prepare their kids for exams. That’s why my daughter is at test club today.

But how useful is all this testing? What do exams really tell us about children?

What they mainly tell us is how good they are at sitting exams. And how useful is that in the real world?

The good news is that pressure for change is building, at last. And not just from frazzled parents and dispirited teachers.

Today, the Chamber of British Industry released a report today hammering Britain for turning its schools into exam factories.

Bottom line: we need a Slow Education movement now more than ever.

Canadian TV on childhood

An interview I did on Canadian TV on Slow Childhood and Slow Parenting. It was over the Web, which is why I am wearing an earphone. I’m not listening to music at the same time!

This is a short clip from a full-length show that is posted elsewhere on the site under the name “Free-range kids?”

Slow Reading

Remember that old Woody Allen joke? “I took a speed reading course. We read War and Peace. It’s about Russia.”

Sounds horribly familiar, doesn’t it? These days we skim through thousands of words a day at high speed. But how much of that ‘reading’ do we actually take in? Or enjoy?

The bottom line is that faster isn’t always better. You don’t gulp down a glass of fine wine. You don’t put Mozart on fast-forward. Sure, there are times when whizzing through a piece of text is the only option. Or maybe even the best option: I certainly don’t linger over the prose in the free newspaper on the Tube. But surely Tolstoy deserves a bit more of our attention.

That’s why the Slow Reading Movement is gaining ground.

Morning TV on childhood (Part 2)

In 2005, I gave a long interview about my book, Under Pressure, on morning TV in Canada. That means we talked about children, parenting, education, etc. This is Part 2 of the interview. Part 1 is a separate clip on the site.

Fast teachers

News of more acceleration in schools – only this time it’s the teachers who are being sped up. The British government today announced that in future “able candidates” can train to become teachers in just six months instead of the traditional one year.

The aim is to attract clever people who have lost their jobs in the economic downturn, especially in the financial sector. Said one government minister: “We know there are a lot of fantastic mathematicians, for example, who would have once perhaps gone into the City but now actually might be more interested in a career in teaching.”

But is this the right way to beef up the teaching ranks? I’m not so sure. Teaching is a hard job and the best teachers have a real vocation: that’s why they put up with low salaries, pushy parents and red tape.

Can we expect the same from those who colonize the classroom because they can no longer make absurdly inflated wages in the financial sector? And what happens when the economy rebounds and the City starts hiring again? How many of the fast-tracked teachers will choose to stay in the classroom?

Even if they do stay, I’m not convinced that halving the time devoted to teacher training is a good thing, even for bright candidates with lots of life experience. Just imagine if we did the same for surgeons, pilots or dentists. Learning a craft takes time. If anything, countries like Britain should be investing more energy in teacher training.

Just look at Finland. By any yardstick, it has one of most successful education systems in the world. Competition for teacher training is fierce in Finland, and those who make the cut study for five years before qualifying. Yes, five years.

Finnish teachers are so well trained that the nation holds them in high regard and trusts them to do well by its children. That means instead of dealing with endless inspections, assessments and bureaucracy, they can get down to the most important job of all: teaching.

I suppose the one benefit of speed-training teachers is that we’ll know very soon whether it works or not. My guess is that it proves to be another false economy.

Jobs for the boys (and girls)

I’ve just returned from a speaking tour of the US and Canada (more on that to come), and someone at a talk/workshop I gave in Edmonton sent me this snippet from a blog. It’s amusing in a sardonic way. And maybe the punch line can be read in more ways than one.

Anyway, here it is:

If you think the coming nuclear winter will make the job market tough for employees, you need to hear about the job offer my daughter got recently.
The job has:
  • $0 salary and no equity (you’re supposed to be compensated in experience)
  • no benefits other than vacation and sick time – no insurance, for example
  • no possibility of promotion or raise, ever
  • no job description – just do what you’re told
  • micromanaging boss asks about project status every hour
  • strict hours, starting at 8:30AM sharp
  • if you’re late even a few minutes, your boss sends you to her boss
  • rigid workweek, but then you’re expected to work from home a ton
  • open-desk seating, not even a cube, with a hard chair
  • the work is boring and demeaning, like adding digits and copying text
  • all your useless work gets thrown away
  • if you want to use a computer, you can buy one or just scribble on paper
  • no supplies room
  • my daughter can’t drive so commute was complicated
  • can’t even put the job on your resume until you work there for a decade
I wish this was a joke or I was making it up.
Having consulted with me, my daughter of course rejected this ridiculous offer and is now just working on side projects while looking for a better opportunity.
But millions of other 7-year olds accepted identical offers.

Blinding them with science…

At breakfast this morning, I heard an alarming report on theBBCabout falling standards in science in UK schools. The Royal Society of Chemistry says that the obsession with exam scores means that even the brightest pupils are being “taught the test”rather than how tosolve problems, think critically or apply mathematics in science. The RSC spokesman argued that exams now mainly reward students for regurgitating facts instead of for using their imagination to think a problem through in stages. A similar lament is heard from universities who now spend a fortune on remedial maths and science courses for pupils, and from businesses who are snowed under with graduates who boast luminous exam scores but lack basic science skills. And the problem is not confined to science. Imposing a rigid curriculum and then making exam scores the only barometer of academic success narrows horizons in the humanities, too.One couple I know have been asked by their seventeen-year-old son not to talk to him about any literature, history, or art that is not on the syllabus at his school in London. He’s worried it will get in the way for his exams, says his father. Part of me admires his focus, but it’s also pretty depressing that education has become so tunnel-vision.It’s not all bad news. Today’s students are very good at finding and manipulating information, and at analyzing visual data, but other skills seem to have fallen by the wayside.University professors complain that students now balk at reading whole books, preferring much shorter excerpts and articles. They also seem impatient with ambiguity, demanding instant answers that are black and white. The reasons for this are complex, but the obsession with test scores plays a role.A century and a half ago, England tried paying teachers according to how well their pupils answered questions asked by visiting inspectors. Schools, in response, put more energy into rote learning and began encouraging weaker pupils to play hooky on inspection days. Today, with so much kudos and cash riding on test scores, educators around the world have been caught doing the same or worse. A fourth-grade teacher in Spokane, Washington, recently gave her pupils answers to the mathematics portion of a state exam in advance and allowed some to swap answers during the test itself. Investigators reported that, in the section where students were asked to show their work, one had written, My techre [sic] told me. In England, the headmaster of a primary school was caught helping pupils cheat on science and math SATs. Not long ago, Japan was rocked by the revelation that hundreds of its schools allowed pupils to skip entire courses to allot more time to studying for the country’s notoriously competitive university entrance exams.

And let’s not forget the basic drawback of exams: the one thing they measure better than anything else is how good a child is at taking exams. Is that really what we need in the New Economy? In the future, the biggest rewards will go not to the yes-men who know how to serve up an oven-ready answer but to the creatives, the nimble-minded innovators who can think across disciplines, delve into a problem for the sheer hell of it, and relish the challenge of learning throughout their lives. These are the people who will come up with the next Google, invent an alternative fuel, or devise a plan to slay poverty in Africa. The problem is that relentless pressure, scrutiny and measuring can make children less creative: rather than take chances or push the boundaries, they play safe, opting for the answer that earns the gold star.

Where do we go from here? The UK government says there is nothing to worry about because science test scores have risen, which seems to misses the point entirely. Part of the problem here is that exam scores have become an end in themselves. But change is coming, even from those most resistant to it. A few weeks ago the UK government abolished all SATs (national standardized exams) for 14-year-olds.

School’s out…side

When I speak in public about Under Pressure, I often ask the audience what they remember most vividly about their childhood. The answers usually break down along the same generational lines. Anyone over the age of about 25 remembers playing outdoors, usually with no adults around. The younger members of the audience recall being indoors, with grown-ups hovering nearby and often with an electronic screen involved. Over the last generation, the way children play has changed profoundly. So much play is now managed, supervised, organized, structured, benchmarked, expensive. It’s no longer enough for children to kick a ball around with their friends in the park or on the street, like Pelé, Maradona and Bobby Charlton did; they have to join a soccer team and play in uniforms with referees, coaches and parents screaming themselves hoarse on the sidelines. It’s not enough for them to mess around with twigs, weeds and dirt in the garden; they have to sit indoors with an electronic educational toy farm. So much play now occurs indoors in sterile environments created by risk-management consultants and bureaucrats from the health and safety department. Or it happens in the home, where anxious parents are desperate to insulate their kids from the perils of outside world. The net effect is that a lot of children nowadays lead very cloistered lives. They seldom go outdoors alone to explore, to take risks, to get lost or get into trouble, to play. Under Pressure examines the price we pay, starting with rising obesity, for treating children like battery hens, but it also investigates the solutions. One of the most promising is outdoor schooling, which has long been popular in Scandinavia but is now gaining ground around the world. The idea is simple: take kids out of the classroom and set them free in Nature. This works particularly well for pre-schools. For Under Pressure, I visited one outdoor pre-school, theSecret Gardenin Fife, Scotland, where three-year-olds spend their time in a forest negotiating harsh weather, open camp-fires and poisonous fungi. I saw more than one of the children break a piece of ice off the top of a muddy puddle and suck on it like a popsicle. In other words, outdoor pre-schools are the stuff of nightmares for a risk-averse society. But they work fabulously well. Sure, the children suffer the odd scratch or burn, but they arrive at kindergarten happier, more confident and less prone to illness and allergies than do their indoor peers. They are eager, motivated learners. They also have a strong feel for the natural world, which is essential if we’re going to save the environment. I’m writing about this now because Canada’s first outdoor pre-school is about to open. It’s set in 77 hectares of woodland on the outskirts of the capital, Ottawa, and is called theCarp Ridge Forest Preschool. As a Canadian myself, I’ll be interested to see how this experiment plays out. What about the notoriously cold winter in the Great White North? Well, the kids will play outdoors all year round, but the organizers are not extremists. When the thermometer dips below 10C, the children will move indoors. My feeling is that the kids could probably carry on playing happily at even colder temperatures but you have to draw the line somewhere. And you have to think of the teachers’ comfort too.

Homework – enough is enough

Some good news from the front line in the battle against academic overload. The Toronto School Board has voted to roll back the homework juggernaut. In Canada’s largest city, children will no longer be assigned work over Christmas, Spring Break and other important holidays. Kindergarten pupils will not face any more take-home assignments apart from reading or chatting to parents. Up to Grade 2, homework will largely consist of playing games and family activities such as baking. There are also strict limits in the later years. Kids in Grade 7 and 8 will get no more than one hour a day across all subjects, high-schoolers a maximum of two. The Toronto School Board’s aim is to shift the emphasis from quantity to quality. As well as cutting the hours, that means making sure homework assignments are clear, purposeful and engaging rather than just box-ticking busy-work.

There is much to applaud here. In schools around the world, homework has become a millstone slung around the neck of teachers, pupils and parents. Yet research shows that it is of limited value up to the age of 11. Even for older children homework is subject to the law of diminishing returns. Some experts think is should be abolished altogether. If it is to have any hope of being useful, homework must be assigned in reasonable amounts to avoid crowding out time for rest, play, and socializing. It also needs a clear purpose beyond keeping kids busy. More and more books are making this point. One of the most compelling isThe Case Against Homework, by Sara Bennett, who writes a splendid blog that has become a lightning rod in this debate. I also devote a chapter to homework in Under Pressure.

Much of that chapter explores how schools across the world are taking steps to free children from the tyranny of too much of the wrong kind of homework and finding that they learn better as a result. The bold change of heart in Toronto is just part of a larger trend that includes a recent decision by the Education Board of Shanghai, China to abolish homework for all first and second graders.

Of course, beyond the academic reasons for keeping homework on a tight rein lies the deeper question of what childhood is for. If we want it to be a time of play, freedom, and wonder, then piling on the homework is not the way to go about it. What are your happiest memories of childhood? I’ll bet they don’t involve slogging through pages of fractions and spelling lists. Mine are of long afternoons playing road hockey with friends in our driveway, and leaving the garage doors covered in a permanent Jackson Pollock of tennis-ball marks. Or war games in the backyard with elastic-band guns made from scraps of wood and bent coat hangers. Or playing Maze Craze, a battle game that we invented using Lego and marbles. Many of the boys with whom I shared those afternoons are still friends today. None of us can remember a single homework assignment.