Roadblocks to Successful Students

On this Valentine’s Day, I just read a guest blog that is not for the light hearted. The Education Week Teacher blog, “Living in Dialogue,” recently ran a post by Kelly Flynn in which she claims educators do not talk about the biggest roadblock to teaching and learning—that of the kids who come to school high, apathetic, unprepared, disruptive, disrespectful, and unconcerned about their school progress. Such kids are not successful students and they do not care.

Flynn goes on to discuss how much discussion has been focused on kids in poverty or kids with difficult home lives, but she contends that “we take bad behavior and apathy out from behind the label of poverty and address it for what it is: the direct result of parental choices and societal influence.” She goes on to say: “But at some point this national education conversation has to acknowledge the growing number of students who don't learn because they don't want to.”

The comments that follow this post are worth reading as much as the article. Some pointed out that it is the institution itself that adds to the problem—that students do not see the relevance of what they are being forced to learn, that teachers are not, for whatever reason, creating lessons that engage students. Others commented that schools should be asking the students why school doesn’t interest them and seriously consider the answers and suggestions given. Others clearly point the finger at parents who do not value education enough to stress its importance to their children.

The blog and the comments leave a lot to consider. I tend to side with those who lay most of the blame on parents and the home environment. If parents are not involved in their child’s education; if they show little interest in reading, staying up on current events, or just expanding their knowledge; if they do not participate in parent-teacher meetings and similar outlets; and if they don’t see the value in education, well it seems the child will have to find his own motivation for learning. A child in that situation has a lot working against his chance of academic success.

I also think our secondary learning institutions definitely lack alternatives to the standard lineup of course work. There are many students who would excel if given options to purse trades, apprenticeships, work study scenarios, and other alternatives. It is important, though, that these same students can communicate clearly, that they know the basics of math, and that they have a broad understanding of history and science, and hopefully, a love of learning.

That love of learning seems to be the key—and that is usually taught at home. With the desire to know and understand instilled in our children, they have a much better chance of being successful in high school, in college, on the job, or wherever they land.

Read Kelly Flynn’s blog: http://blogs.edweek.org/teachers/living-in-dialogue/2012/02/kelly_flynn_tackles_the_learni.html?

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