The school system is full of many different
hierarchies that determine what is taught in the classroom. In EDUC 3P70, we
learned that both the Minister of Education, as well as the deputy minister of
education are not teachers. This made me wonder, how are these people, the ones
at the top of the hierarchy, able to make accurate decisions that will severely
impact education, if they have no other background knowledge on the system?
If you look at the hierarchy link attached
here, you see all of the different branches and divisions that are included,
with the teacher not even on the list. This hierarchy makes me think about the
importance of education to the public, and who’s voices are actually heard, and
who’s are stifled.
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| http://schools.bvsd.org/p12/monarchk8/PublishingImages/Forms/DispForm.aspx?ID=151 |
We initially discussed
whether or not teachers should have sole access and control over the
curriculum. At first glance, this seems like a great idea – why not have actual
educators, people who see the impacts of certain policies and procedures, take
over the education system? They would be able to implement policies that
actually matter since they know and live through the system every day. However,
through further thought onto this matter, I wonder how much bias certain
teachers would bring with them. If we let teachers have utmost control over the
curriculum, then their own biases will be brought with them, causing further
strife and unrest within the system itself.
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| http://quotesgram.com/student-leadership-quotes/ |
This leads me to
wonder whether or not there will ever be a ‘perfect system’? Who’s voices
matter the most, and why? I definitely think that some changes need to be made,
especially when related to the number of people who have utmost power, and
their minimal background pertaining to the education system. I believe that the
needs of the students should be put first, as this is generally the first need
that is often ignored. The students are never brought into any conversations,
and are the first to be ignored when it comes to their wants and needs. I found
this to be ironic, considering the whole idea around education is to educate
the students. As Wallin (2015) says, “since students are commonly cited by all parties as the prime
beneficiaries of schools and the reason we have schools, it seems odd that they
have typically had no formal role in making decisions about various aspects of
schooling.” I agree with this completely, what is the point of having an
education system without hearing the input from the most important part of
education – the students themselves? Hine (2014) points to the immense importance
of student’s agency, especially since it can so highly impact the future.
This youtube video shows students establishing their own goals, and leading
their own conferences. This type of power given to students is, arguably, the
exact type of education system we need. Students are not blank spaces in which
teachers deposit their knowledge, otherwise known as the banking model for
education. Students instead should be empowered, and given more control over
their education. It was not until I entered into University that I really
realized what I wanted to do with my life, and found my own passions. I
strongly believe that this is because of the independence that I have been
given while here, able to choose my own courses, based on my likes and
dislikes. This type of agency earlier on in my life would have only given me
the confidence that I needed to succeed further in high school. This is exactly
why I believe that students should be given more leadership opportunities, and
that their voices should no longer be stifled. If the current system is flawed
because of lack of knowledge of those on the top of the hierarchy, if teachers
alone will not be able to accurately create the curriculum without integrating
their own biases, then it is the perfect time to implement student voices, in
order to work towards student successes. As Kid President says, we are all on
the same team, and I think that it’s time everyone works together to create a
communal voice, instead of stifling the voices of those who matters most.
Young,
L., Levin, B., & Wallin, D. (2014). Understanding Canadian schools: An
Introduction to Educational Administration (5th ed.). Available at http://home.cc.umanitoba.ca/~wallind/understandingcanadianschools5.html.
Hine, G. C. (2014). Student Leadership Development: A Functional
Framework. Journal Of Catholic Education, 18(1),
Carly,
ReplyDeleteThe message presented throughout this blog post is very detrimental for not only all educators, but also all people affected by the Canadian education system to think about. Why are those who develop the curriculum, not only lacking an education background, but are also disregarding student’s opinions? I appreciate you shedding light on this topic, because I am aware teachers can deliver curriculum in unique ways; but, I didn’t realize the development was so constricted. Your first photo is fantastic in illustrating whom the Ministry of Education deems important within a hierarchy; however, although you can click the hyperlink to see the full sized image, I would suggest increasing the size on your blog to add to the fluidity of your post. If curriculum development continues to follow this structure when you begin teaching, how will you specifically integrate students into your curricular delivery methods? I remember, in high school one of my classes offered the opportunity to submit any major project at the end of the semester, either from a list provided or your own idea approved by the teacher. In this way I found my teacher affective in assuring we all met the curriculum expectations, but had freedom in how to do so. Just as a friendly reminder, remember to keep your end citation references in proper APA format. Great post, look forward to reading more!
Ms. Rodrigues
Miss Ritcey,
ReplyDeleteI found it interesting how you related the school system to an hierarchy of individuals, and after reading your blog post it is evident that it appears that way. Often the individual’s at the top of hierarchies can be considered, not “undeserving”, but perhaps unaware of the effect of their decisions on individuals who are lower in the hierarchy. I agree that the teachers’ voices are stifled within the grand scheme of things, and in a relative point of view the teacher has the greatest impact on the success of the student as it is his or her ultimate interpretation of the curriculum that can effect how students learn and develop. I believe that yes, teachers bring bias, but do you agree that perhaps it can be a positive bias in relation to meeting the students’ needs as opposed to a ministry who does not personally know a classroom of students? I also strongly believe in the importance of children creating their own goals (i.e., success criteria). I can recall my projects from elementary school where I actually was given the opportunity to complete a task that interested me. I believe that students hold the key to their own success and their willingness to learn is determined by the allowance of the teacher. I would just suggest to include the place of which your course took place “EDUC 3P70” (at Brock University), as readers from everywhere will be curious I’m sure! I look forward to reading your next blog post!
Miss Robinson
Miss Richey,
ReplyDeleteI really enjoyed your second blog post! It is upsetting that such a hierarchy exists in the education system and that teacher’s and student’s voices are not heard as much as they should be. Using a government website to illustrate this hierarchy was a very effective tool. You source everything throughout your blog and your videos are relevant to your argument. I like that your blog doesn’t simply state the facts but you also offer good solutions to the problems. I like your idea of student directed conferences, wherein student voices can be heard and opportunities can be suggested. Overall I really enjoy your post. It was both insightful and helpful to know for all future teachers!
- Miss Roberts