Dave Does NOT Bring the Hammer Down

This year, I'm teaching my students very differently than I have in years previous and this is mainly because our college writing class is now based on the notorious Rutgers Expos model; students read five long, dense and difficult non-fiction texts and write synthesis essays connecting these texts; the goal for the student is independent logical thought supported by textual evidence and the goal for the teacher is to provide activities and a framework for the students to investigate the texts; write, think, and peer-edit; and collaboratively comprehend a set of difficult ideas . . . and most importantly, the goal for the teacher is not to perform the traditional, top-down, goal oriented, template-style teaching that makes for good clean lessons, neat closure, and competent performance on tests and papers . . . instead, I've learned to pull back and let kids make a mess of things, as they actually learn to think on their own, without my meddling guidance, my schema activation, and a "big reveal" at the end of class . . . I just finished a book which exemplifies this educational spirit, and it's an easy read that might affect you profoundly; it's called The Gardener and the Carpenter: What the New Science of Child Development Tells Us About the Relationship Between Parents and Children by Alison Gopnik, and, as you might guess, the gardening and carpentry metaphor applies to different methods of teaching; the carpentry model is where you build the kid to an exacting specification-- and there is a great deal of pressure to parent in this manner in the United States . . . to make sure your kid "turns out right," but Gopnik deconstructs the actual task "to parent" and provides plenty of psychological support to her thesis: kids learn better when they are given freedom to flourish in an environment where they can explore, grow, and play . . . and while the results may be more the way a garden grows, slow, messy, and unpredictable . . . which is exactly the way human children grow up-- while we've all heard why babies are born so helpless (it's hard to get such a big head through such a small opening, so infants have mushy skulls) we also have an extended period of middle childhood and adolescence . . . time to explore and grow (unless you're under duress from standardized tests . . . one of the scariest tidbits in the book is the natural experiment with high stakes testing and ADHD . . . districts that put high stakes testing in effect earlier had more ADHD diagnoses and more students on attention-deficit disorder drugs than districts that did not put the policies into place) and teachers and parents are responsible for creating garden-like environments where kids can think on their own; there's an especially powerful experiment with a toy (described here and in this podcast) that drives the point home; the end of the book is solution-based, Gopnik first points out that we're doing all of our children a grave injustice: the children of the middle-class are over-organized, over-trained, over-tested, and feel the pull of top-down dictates . . . so their learning is often carpentry-style and static, and the poor-- because of lack of money, infrastructure, and public space-- deal more with chaos and a lack of a good place to flourish . . . and she points out that we're never going back to the anomaly of the classic 50's "nuclear family" where the father worked and the mother minded the kids; this "traditional" model of the family was actually a rare consequence of the beginning of industrialization; through most of history, both men and women worked, whether on farms or in workshops or hunting and gathering or in careers, as we do now and because you now have to make the choice of keeping a parent at home and taking major pay-cut or having both parents work and then paying people to take care of yoru kids, child-care is a very low-paid profession-- though it requires incredible skill, love, and decision-making . . . carpentry-style "preschool" and rigorous top-down training seems more productive and outcome based, but it's actually an awful way to take care of kids, and to teach kids; so I'm trying my best with my own kids and with my students to let them explore, play, and often fail . . . and I'm trying to set-up rewarding activities and experiences where they have the locus of control and I'm not suggesting how to solve the problem . . . because we're not going to be around forever and if I've learned one thing in my life it's this: when I was a kid, if an adult told me to do something, then I was going to do the opposite (or worse).