David Coleman has made it perfectly clear there is no “room” in the Common Core for such trivial matters as students’ thoughts, feelings, and personal reflections.
Coleman may claim his emotionless Common Core will improve the career readiness of students but there is ample evidence that what employees think and feel has a direct impact on worker engagement and job satisfaction.
“Best places to work” companies don’t just have ping pong tables and free lunch, they have a “ soul” which makes work exciting and energizing.
They invest in great management and leadership. They train and develop people so they can grow. And they define their business in a way that brings meaning and purpose to the organization…
Now is the time to think holistically about your company’s work environment and consider what you can do to create passion, engagement, and commitment. It may be “the issue” we face in business over the next few years.”
Josh Bersin, “Why Companies Fail To Engage Today’s Workforce: The Overwhelmed Employee” Forbes, 3/15/14
Hard to understand how a passionless set of standards will improve the career readiness of students at a time when record numbers of employees are reporting feeling disengaged and dispassionate about their jobs…
“Gallup’s data shows 30% of employees Engaged, 52% Disengaged, 18% Actively Disengaged. “These latest findings indicate that 70% of American workers are ‘not engaged’ or ‘actively disengaged’ and are emotionally disconnected from their workplaces and less likely to be productive,” states the report.
“Gallup estimates that these actively disengaged employees cost the U.S. between $450 billion to $550 billion each year in lost productivity. They are more likely to steal from their companies, negatively influence their coworkers, miss workdays, and drive customers away…
Though higher education generally leads to higher earnings, it by no means guarantees higher engagement. Consider the data: College graduates in the survey were 28% Engaged, 55% Not Engaged, 17% Actively Disengaged. High school graduates were 32% Engaged, 49% Not Engaged, 19% Actively Disengaged.”
Victor Lipman, “Surprising, Disturbing Facts From The Mother Of All Employee Engagement Surveys” Forbes 9/23/13
K-12 education programs that claim to prepare students for college and careers should be focused more on cultivating a wide array of social and emotional competencies that are transferable workforce skills rather than continually testing a narrow set of measurable Math and ELA skills.
Learning should be a self-directed journey of discovery. Students should be “free to learn” as they explore their interests and pursue their passions rather than simply following a curriculum map and standardized pathway to each Common Core learning standard.
“Another turning point, a fork stuck in the road
Time grabs you by the wrist, directs you where to go
So make the best of this test and don’t ask why
It’s not a question but a lesson learned in time
It’s something unpredictable but in the end is right
I hope you had the time of your life”
Learning should be passion-driven rather than data-driven and focus on the needs of students rather than the needs of the tests. Classroom activities should provide numerous opportunities for students to connect with their dreams, feelings, interests, and other people rather than demand students read closely and stay connected to text.
Data-driven programs focus primarily on testing and measuring student knowledge while passion-driven programs provide numerous learning experiences that interest students and cultivate student wisdom.
The following excerpt from a 2010 valedictory speech reveals the consequences of standardized and test-centric education programs, unfortunately David Coleman is not interested in students thoughts and feelings…
“…While others sat in class and doodled to later become great artists, I sat in class to take notes and become a great test-taker. While others would come to class without their homework done because they were reading about an interest of theirs, I never missed an assignment.
While others were creating music and writing lyrics, I decided to do extra credit, even though I never needed it. So, I wonder, why did I even want this position? Sure, I earned it, but what will come of it? When I leave educational institutionalism, will I be successful or forever lost?
I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning.
And quite frankly, now I’m scared…”
Erica Goldson, “Here I Stand” 6/25/10 Valedictory Speech
Many education reformers do not understand that being “ready” for college and careers is not just about the subjects learned in school, but did you learn how to live?
In 2014 Jim Carrey gave the commencement speech at Maharishi University of Management that challenged students to overcome their fears and follow their hearts…
“Fear is going to be a player in your life, but you get to decide how much. You can spend your whole life imagining ghosts, worrying about your pathway to the future, but all there will ever be is what’s happening here, and the decisions we make in this moment, which are based in either love or fear.
So many of us choose our path out of fear disguised as practicality. What we really want seems impossibly out of reach and ridiculous to expect, so we never dare to ask the universe for it. I’m saying, I’m the proof that you can ask the universe for it — please!…
I learned many great lessons from my father, not the least of which was that you can fail at what you don’t want, so you might as well take a chance on doing what you love…
You are ready and able to do beautiful things in this world and after you walk through those doors today, you will only ever have two choices: love or fear. Choose love, and don’t ever let fear turn you against your playful heart.”
What we want is to see the child in pursuit of knowledge,
and not knowledge in pursuit of the child.
~ George Bernard Shaw
I consider myself a middle-path person. That doesn’t mean that I approach anything, much less education, with wishy-washy dispassionate moderation, but it does mean that I rarely believe in as-it’s-written, polarizing dogma. I could’ve screamed when I hear Coleman say that nobody cares what you think or feel. I’ve long been a proponent of teaching reading in a way that unpacks “authors’ purpose,” but I’ve also – here’s the middle path – help students to develop a sense of how it relates to their world and belief systems. Reading in my classes was always meant to be a exercise helping students to listen (or read or view) and understand before speaking. This, I believe, isn’t disrespecting or excluding their experiences or interests from class; it’s just saying that texts of any sort ought to be adding to our internal dialogue about the world.
As far as curriculum goes, I’ve also always looked to find the space between the two components in your assertion from above. “Learning should be a self-directed journey of discovery. Students should be “free to learn” as they explore their interests and pursue their passions rather than simply following a map and predetermined path to each Common Core learning standard.” Why can’t foundational literacy skills and content be used to establish parameters within which students can be afforded choices to explore? My class could read a common text, which many would find restrictive, but be left with 20 + choices of topics and methods to explore and develop as a result of the unit’s standards.
I’m well on board with you regarding basing our schools off of vigorous work instead of what’s come to be known as rigorous, but I don’t see being a guide as implying being fully hands off, whether it’s a teacher working with students or an administration team setting expectations for teaching.
Thanks very much for the comment David. I agree with you regarding striking a balance between student autonomy and structured learning. I do believe it is important that we have high expectations for all students. My concern is we are spending way too much time focused on CCSS career readiness skills and not enough time allowing students to discover and explore their interests which could eventually lead to careers.
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