Learning and Leadership

Children begin life as learners. Actually, they begin life as communicators with the very effective instrument of a cry. Subsequently they learn to babble, to crawl, to scribble and soon to write and to read. These accomplishments cue parents of readiness for nursery school and kindergarten. Traditionally, the last preschool “at-home learning” is how to tie their own shoes. Having completed this prerequisite which is based on the abilities to listen, to learn and to follow directions, mothers could be sure that their precious little one would be happy in school and not bothersome to first school teachers.

Children with these accomplishments are children who know how to learn. They are ready for all the later learning experiences. They have figured out how to make sense of their environment by themselves or with the help of of others. Grades K-8 are called “elementary school” because during these the grades, school must provide new carefully crafted experiences that form a firm foundation for later formal schooling.

Learning how to tie your shoes demonstrates all the standards of Bloom’s taxonomy of learning/knowing ie: Processes verbal language (come, let me teach you to tie your own shoes); demonstrates appropriate response to context of verbiage ( stands still and give attention); participates in guided practice with parent (repeats steps and employs each); demonstrates appropriate use of the skill in various contexts ( ties school shoes, but realizes that slippers and Sunday-buckle shoes fasten without being tied, but is able to tie bows and to buckle belts independently as opportunities require.)

From observations such as these, many educators who studied the teaching/learning processes concluded that any child can learn what any other child has learned given sufficient time and assistance. Their work influenced our urban school systems practices. At one time, our urban school districts served as the models of effectiveness through the use of systematic, cumulative district-wide instructional methodology.

Urban school districts constructed a core curriculum for all essential learning experiences, built a firm foundation for accumulating understanding information and building skills. Grades one through eight were paired. That is to say, that odd numbered grades one, three, five, and seven introduced new content information and new related skills. Grades grades two, four, six and eight extended content knowledge and refined the skills. This practice recognized that children had already begun to employ thought processes for making sense of new experiences. Grades one through eight had only to offer appropriate new experiences and give sufficient time on tasks for in-depth learning. Also, the practice ensured that every teacher could present new lessons with a degree of certainty concerning the children’s previous learning experiences. The procedure capitalized on pupil readiness and avoided needless repetition.

The concept of “research-based” methodology was a given, not a vain promise. The use of teaching strategies that have since proven hundreds of times were standard district practices.

For example: taking student readiness into account; setting learning goals; providing reminders of past experiences as related to new experiences; providing useful repetition, preview and vocabulary clarification before new listening or reading materials; teaching skills and applications of content materials, questions and discussion; providing one-on-one support as needed, guided and supervised skill practice before independent practice; providing opportunities for peer and individual application of content and related skills projects and the use of authentic evaluation district-wide methods.

Today, the less-than-reliable success of urban schools reflects the less-than-effective district leadership. Without any intent of disrespect towards the present urban school district leadership, I argue for the end of “site-based” management which seems a cowardly lack of leadership. I ask urban school districts to “See What the C’s of Leadership” could create for urban children:
1. Competent district personnel (an assistant superintendent for instruction and curriculum) with the courage to get out front and take the responsibility to guiding the district forward to A+ performance. “You can’t get there if you don’t know where you are going.”
2. Conscientious district personnel (a team of content area directors) committed to students, rich or poor, white or of color, smart or dull, who invest their time with the hope effective learning opportunities fair return. “Team work makes the dream work.”
3. Concerned principals, teachers and other school staff who care enough to work on behalf of students. “We are counting on you.”

Thank you for serving our children.

Comments? Please email cfrobinson619@yahoo.com