A dose of disruption takes place when I start a new higher-order writing unit in class, discuss the format and then bear the brunt of an onslaught of, "But that is how we did it in the tenth class" or, "But that is how we did it in the eleventh." This in itself could be an indication of why we do things in a particular way just because we did them that way in the past.
Students are often reluctant to "unlearn" what they had learnt earlier simply because they want to choose the least difficult path, the path of least resistance! When I come across the phrase, 'in reference to' I spend some time telling my students that it is 'with reference to and not in reference to'! Grown-ups too make mistakes while introducing themselves with words, 'Myself Rekha Rachna' and then you can barely control yourself from bursting out in laughter!
Strangely enough, most of the common errors in English Grammar might be defended by the contention, "But that is how we were taught and that is why we do it!" I asked at least twenty students in the corridor if it was OK to make their introduction with, "Myself, Aditya Khurana" and to my surprise, all of them thought there was nothing wrong in it.
A few days before their half-year exams my eleventh graders asked me to share a few tips on how to do well in the exams. I suggested that they answer the paper in chronological order, the Comprehension section first followed by the Writing section and then finally the Literature section last. The logic behind this was that since the Comprehension passages were "unseen" and had to be read carefully since they were new, the mind had to be at its best! The Writing section could be done next since the students already knew the format and conventions. They only had to create the content. The Literature section could be done last since they had already learned the lessons and the Mind would not be required to put in too much effort. To this, the students came out with, "But we always did it the other way round, we always felt that the comprehension passages were tougher and would require more time." What they didn't realise was that they had hit the nail on the head, the Comprehension Passages would require more effort to understand therefore they should have attempted them first while the mind was still fresh!
Fortunately, the "That's the way we always did it" attitude that is also an obstacle to new learning can be "fixed" according to Ryan Schaaf, Associate Professor of Education Technology at Notre Dame of Maryland University and faculty member in the Digital Age Learning and Educational Technology program at John Hopkins University. To fix this fixed mindset attitude, one should, according to him:
Strangely enough, most of the common errors in English Grammar might be defended by the contention, "But that is how we were taught and that is why we do it!" I asked at least twenty students in the corridor if it was OK to make their introduction with, "Myself, Aditya Khurana" and to my surprise, all of them thought there was nothing wrong in it.
A few days before their half-year exams my eleventh graders asked me to share a few tips on how to do well in the exams. I suggested that they answer the paper in chronological order, the Comprehension section first followed by the Writing section and then finally the Literature section last. The logic behind this was that since the Comprehension passages were "unseen" and had to be read carefully since they were new, the mind had to be at its best! The Writing section could be done next since the students already knew the format and conventions. They only had to create the content. The Literature section could be done last since they had already learned the lessons and the Mind would not be required to put in too much effort. To this, the students came out with, "But we always did it the other way round, we always felt that the comprehension passages were tougher and would require more time." What they didn't realise was that they had hit the nail on the head, the Comprehension Passages would require more effort to understand therefore they should have attempted them first while the mind was still fresh!
Fortunately, the "That's the way we always did it" attitude that is also an obstacle to new learning can be "fixed" according to Ryan Schaaf, Associate Professor of Education Technology at Notre Dame of Maryland University and faculty member in the Digital Age Learning and Educational Technology program at John Hopkins University. To fix this fixed mindset attitude, one should, according to him:
- Never quit learning
- Question every new idea you learn
- Be open to new ideas and experiences
- Read a ton (books, web articles, blogs) - {If only school heads realised the importance of libraries.}
- Challenge pre-existing practices
- Embrace change
Unfortunately, the biggest obstacle to change and progress is the habit of clinging to so-called time-tested methods, the tendency to take up the path offering the least resistance. Strangely enough, even so-called Progressive schools adopt time-tested norms and methods. Teachers avoid experimenting with pedagogy for fear of losing control over the class. Disruptive teachers are viewed with suspicion and doubt by others. The use of Rigid lesson plans and even more rigid timelines are the bane to progressive learning. Sometimes the very systems we introduce in schools for the furtherance of education are the systems that prevent new learning, experiential learning or even out of the box learning.
It is clear that the claim of precedence or even prior practice does not prove the rule in education today. We are living in chaotic times when disruption and change rule the roost. It is, therefore, in the context of the times we live in that the "We did it like that" argument fails to carry weight in an argument for educational practices. This goes true for the teaching of units and lessons in all subjects. In the teaching of English, it is important to make sure that past practices are reviewed to gain relevance. Rules of grammar need to be revised, formats need to be reviewed and conventions overhauled. Take, for example, the sentence once used in formal letters, "I beg to bring to your worthy notice" which today is out-dated and yet a large number of people use it simply because their fathers and grandfathers used them. The same sentence could be written as "I would like to bring to your notice....".
The fact of the matter is that times are changing and they are changing like never before. What was true last year is no longer true today! It is for this reason that there is an urgent need to keep doors open for new facts or even information. A minimum amount of disruption is the need of the day, though an excess of disruption can cause chaos. We need the right amount of disruption in our classrooms today so that we can maintain our learning edge. In his article, 'Overcoming a "That's The We Have Always Done It" Mindset in Schools', Ryan L. Schaf expresses surprise that most of the 'taken-for-granted ideas' have been part of human civilisation for ages. In fact, the 60 minutes in an hour, or even 60 in a minute was the result of a decision made 4,400 years ago in ancient Sumer. This was because the Sumerian Math system was based in 60.
There is no reason therefore, to have 60 seconds in a minute, or for that effect 60 minutes in an hour. We might as well have a hundred minutes in an hour! A lot of the things we take for granted in life today has no logic nor do they have any scientific reason. The only thing that goes in favour of them is that "That was how our forefathers did it!" Unfortunately changing the stoplight to green and go light to red might cause chaos and fatalities on the roads. But then a lot of things that our ancestors did were irrational and based on superstitions. It is for this reason that we need to break out of the silos that our forefathers, our ancestors built around us.
For more on this topic, check out:
Schaf Ryan L.: Overcoming a "That's The Way We Have Always Done It" Mindset in Schools
http://www.ednewsdaily.com/overcoming-a-thats-the-way-we-have-always-done-it-mindset-in-scools/
The fact of the matter is that times are changing and they are changing like never before. What was true last year is no longer true today! It is for this reason that there is an urgent need to keep doors open for new facts or even information. A minimum amount of disruption is the need of the day, though an excess of disruption can cause chaos. We need the right amount of disruption in our classrooms today so that we can maintain our learning edge. In his article, 'Overcoming a "That's The We Have Always Done It" Mindset in Schools', Ryan L. Schaf expresses surprise that most of the 'taken-for-granted ideas' have been part of human civilisation for ages. In fact, the 60 minutes in an hour, or even 60 in a minute was the result of a decision made 4,400 years ago in ancient Sumer. This was because the Sumerian Math system was based in 60.
There is no reason therefore, to have 60 seconds in a minute, or for that effect 60 minutes in an hour. We might as well have a hundred minutes in an hour! A lot of the things we take for granted in life today has no logic nor do they have any scientific reason. The only thing that goes in favour of them is that "That was how our forefathers did it!" Unfortunately changing the stoplight to green and go light to red might cause chaos and fatalities on the roads. But then a lot of things that our ancestors did were irrational and based on superstitions. It is for this reason that we need to break out of the silos that our forefathers, our ancestors built around us.
For more on this topic, check out:
Schaf Ryan L.: Overcoming a "That's The Way We Have Always Done It" Mindset in Schools
http://www.ednewsdaily.com/overcoming-a-thats-the-way-we-have-always-done-it-mindset-in-scools/
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