"The Curse of Graphite" demonstrates how educational
reforms has taken the forefront on placing tremendous accountability on
teachers, the educational system, and students. As an educator, my philosophy has always been that what genuinely matters is the quality of what is being taught, the how, the time spent to really teach students, the absorption of what was learned through thinking, records of thoughts, meaningful connections, and treating students like people without rushing through the content process. Clearly, it is understandable that because we are teaching young minds for the future toward a more productive society, some kind of measurable accountability has to be in place. However, a balance must exist because according to Newkirk, (2009) "Schools are not factories; students are not products" (10).
In my view, caution needs to be exercised especially as an educational system that is focused driven on the "proliferation of objectives" (11) which in turn succmbs to teaching toward the tests. Teaching to the test appears to take precedence over learners who need to know and "feel there is a time to explore, there is tolerance to silences, there is deliberate build up to an activity, and there is the feeling of mental space to work"(11). Based on my years of teaching, students need the quality time to "marinate" on what was taught and learned. In addition, they need that specific volume of time to read, write, and share their ideas in order to strengthen their learning. Yet, because of the push for school accountability through media hype and highlight of student's test result, it will continue to be used as a "measuring stick for which educational effectiveness is determined" (Popham, 2000, 20). As a teacher, I've accepted that I need to be more cognizant of how I can effectively use an uncontrollable issue of accountability to my advantage as an advocate for my students' learning. Therefore, I know I have control over providing a conducive environment of teaching and learning; to a certain degree, I have control of how I want to effectively implement the content domain standards that must be taught and tested.
Newkirk. Thomas. Holding on to Good Ideas in a Time of Bad Ones Six Literacy Principles Worth Fighting for. "The Curse of Graphite". Heinemann, NH. 2009. 10-11.
Popham, James. Modern Educational Measurement Practical Guidelines for Educational Leaders. Allyn and Bacon, Boston. 2000. 3rd Ed, 20.
In my view, caution needs to be exercised especially as an educational system that is focused driven on the "proliferation of objectives" (11) which in turn succmbs to teaching toward the tests. Teaching to the test appears to take precedence over learners who need to know and "feel there is a time to explore, there is tolerance to silences, there is deliberate build up to an activity, and there is the feeling of mental space to work"(11). Based on my years of teaching, students need the quality time to "marinate" on what was taught and learned. In addition, they need that specific volume of time to read, write, and share their ideas in order to strengthen their learning. Yet, because of the push for school accountability through media hype and highlight of student's test result, it will continue to be used as a "measuring stick for which educational effectiveness is determined" (Popham, 2000, 20). As a teacher, I've accepted that I need to be more cognizant of how I can effectively use an uncontrollable issue of accountability to my advantage as an advocate for my students' learning. Therefore, I know I have control over providing a conducive environment of teaching and learning; to a certain degree, I have control of how I want to effectively implement the content domain standards that must be taught and tested.
Newkirk. Thomas. Holding on to Good Ideas in a Time of Bad Ones Six Literacy Principles Worth Fighting for. "The Curse of Graphite". Heinemann, NH. 2009. 10-11.
Popham, James. Modern Educational Measurement Practical Guidelines for Educational Leaders. Allyn and Bacon, Boston. 2000. 3rd Ed, 20.
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