Traditionalists vs. Progressives

What is the purpose of education?  

"Traditionalists argue that the purpose of education is to teach the basics-English, science, math, history, and foreign languages-so as to increase student knowledge and intellectual powers.  Progressives urge that the purpose of education is to prepare students for life by teaching citizenship, home and family loving, a vocation, physical health, gratifying use of leisure time, and effective personality growth"(Dolgin, 2011).    

Most progressive education programs have an emphasis on learning by doing, integrated curriculum based on thematic units, strong emphasis on problem solving and critical thinking, collaborative projects, and education for social responsibility and democracy. 

Traditional classrooms focus on rote learning and memorization of facts. 

The progressive education philosophy embraces the idea that we should teach children how to think, rather than simply having them memorize facts.  I agree with this philosophy.  We, as teachers, must ask our students higher order thinking questions that push them to problem solve and make connections.  These are the skills that they will need to survive in society. 

Now, what do you believe the purpose of education is?  Does your classroom reflect your philosophy? 

Goal Setting

Have you ever sat down with your students and talked about what their goals are...short term and long term?  "Adolescents who set reasonable goal levels of performance and reach that level feel proud and satisfied internally and become less dependent on parents, teachers, and bosses to give them rewards" (Dolgin, 2011).


Three times a year, my students take a formative assessment for math and reading.  They take it in the Fall, Winter, and Spring.   Each time that they take the test, they should see an increase in their score.  My job, as a teacher, is to sit down with the student after they take the test and discuss what a reasonable score for the next test session would be.  I do not tell the student what they need to score.  Rather, we have a conversation about what would be an obtainable goal and what they need to do to get there.  When my students meet or exceed their goals, they feel accomplished.  They feel satisfied internally, rather than needing external praise.  "A school is more likely to have an atmosphere of learning if students believe that they are responsible for their own learning rather than that they are being held responsible for it" (Dolgin, 2011).


It is truly inspirational to see self-motivated students in a classroom!  I promise...it is worth it to have goal setting conversations with your students!

Break-ups in high school

You may have a student who is suddenly devastated because they have recently been broken up with by a girlfriend or boyfriend.  We, as adults, may underestimate the grief that the adolescent is feeling over the breakup.  We may view their relationship as brief and unimportant.  You may find yourself throwing comforting statements at your students such as:  "You're too young to understand what love is; this wasn't the real thing."  "You'll feel better tomorrow."  "You're young; you have plenty of time to find a relationship."  "You'll look back and wonder what you ever saw in this person."  (Dolgin, 2011).      These comments, however, are not sensitive to the fact that the adolescent may view this relationship as their only true love for the rest of their life.  "Adolescents are also especially vulnerable to loss because their egos are still evolving and their range of coping skills may not by fully developed.  It is unsurprising, therefore, that experiencing a romantic breakup is among the most common causes of adolescent depression, suicide, and murder (Joyner & Udry, 2000).

What signs can you, as a teacher look out for, that signal that your student is depressed over a breakup? Your student may have reduced academic performance, resulting in slipping grades.  The may also have health problems, such as weight loss or change in attire.  You may catch your student constantly day dreaming, or catch word that they have been self medicating with drugs or alcohol.  Other students may quickly jump into new intense relationships.

What can you do or say to a student to help them get pass a loss?

• Encourage them to express feelings and thoughts.  Talk to them or suggest someone that they can talk to, such as a school social worker.  
• Give them permission to slow down and allow the healing process to begin.  This may include allowing them to step out of class when they feel overwhelmed or having an extended time period to submit an assignment.  
• Help them to understand that there will be up days and down days and to anticipate sadness occasionally.  
• Encourage them to find new ways to enjoy the extra time and new freedom.  Propose ways to do this such as taking up a hobby, making new friends, or engaging in additional work or activities.  These can rebuild confidence and self-esteem.  

What is it like being a student today?

If you were to ask your students, "what is it like being a student today?", what would their response be?


“A Vision of Students Today” is a YouTube video that was filmed at Kansas State University.  “It summarizes how students learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime”(Wesch). 


A student posed a question, and invited 200 students to collaboratively respond to the question through the use of Google Docs.  The question posed was, “What is it like being a student today?”  


Some of the responses included; “my average class size is 115,” “18% of my teachers know my name,” “I complete 49% of the readings assigned to me, only 26% of it is relevant to my life,” “I buy hundred dollar textbooks that I never open,” “my neighbor paid for class, but never comes,” “I will read 8 books this year, 2300 web pages, and 1281 Face Book profiles,” “I will write 42 pages for this class this semester, and over 500 pages of email,” “I bring my laptop to class, but I’m not working on class stuff”(Wesch).   


At the end of the video there was a quote that stated, “…on the benefits of the chalkboard…writing on a chalkboard…what missing?...photos, videos, animation, network.”(Wesch).  To me this means that teachers today need to change their methods of teaching to reach the needs of the students sitting in front of them.    


Are you meeting the needs of your students? 

Are you keeping your students interested?

We, as teachers, must personalize learning for our students in way that make school more relevant and inspiring.  We need to allow students to choose their own paths through learning.  We must connect our expectations to students' interests as learners.


Are you using technologies and environments such as the social web and interactive games within your classroom?  If not, you need to consider integrating technology into your classroom.


“Between adaptive software that can present and assess mastery of content, video games and simulations that can engage kids on a different level, and mobile technologies and online environments that allow learning to happen on demand, we need to fundamentally rethink what we do in the classroom with kids”(Richardson, 2012).  


Are you using adaptive software that can present and assess mastery of content?  An example of adaptive software is the NWEA assessment tool which assesses students at all levels.  


Do your students have access to video games and simulations that can engage them on a different level?    Examples of these simulations include Compass Odyssey Learning and Study Island.  These are great websites, that engage students, as they are mining their way through content.  


Do your students have access to online environments that allow learning to happen on demand?  Your students are used to accessing information and getting feedback immediately through the Internet.  Do you have a class website including a blog?  Are your students utilizing Google Docs?  


“It’s just dumb (and lazy) of educators-not to mention ineffective-to presume that (despite their traditions) the Digital Immigrant way is the only way to teach, and that the Digital Natives’ language is not as capable as their own of encompassing any and every idea” (Prensky, 2001).

Are you neutral?

Adolescents need to begin to form an identity consisting of personal values, career choice, college options, religion and political affiliations.In reaching mature identity, Marcia identified four different statuses: Identity Diffuses, Foreclosure, Moratorium, and Identity Achieved (Dolgin, 2011). Identity diffused is a time in a person’s life when they have not experiences crisis nor made any commitments (Dolgin, 2011). Foreclosure is when a person has not experienced a crisis but have made commitments, even if these are the commitments of their parents that they have adopted (Dolgin, 2011).  Moratorium is “a period of delay granted to someone who is not yet ready to make a decision or assume an obligation”, specifically adolescence when individuals are constantly questioning and rediscovering parts of their identity. (Dolgin, 2011). The final status is Identity Achieved when a person has resolved identity crises through evaluation of choices and alternatives, and has made their own decisions (Dolgin, 2011). 

As teachers, it is important for us to expose our students to different ideologies and points of view.  We must  allow each adolescent to make their own educated decisions. Thus, it is important as a teacher to remain neutral with every topic discussed so that students are not directed toward a specific decision. We must not allow our personal preferences to overly influence our students.  Rather, we must provide them with more generalized knowledge of different topics to enable each student to make their own decisions. 

How can you support your students emotionally?

Do you know your students' backgrounds?  Do you know their ethnicities, economic status, and family circumstances?  All of these factors may have huge effects on their behaviors and emotions.  


According to Anna Freud, adolescence is characterized as a “period of internal conflict, psychic disequilibrium and erratic behavior”(Dolgin, 2011). During their adolescent years, adolescents face an array of physical and mental changes.  In addition,"adolescents now have to worry about socioeconomic status and those coming from a lower SES are generally marginalized" (Dolgin, 2011).


We, as educators must be aware and mindful of the challenges adolescents are facing on a daily basis. Your student who is causing the most problems in your classroom may just be crying for help. They may need someone who they can talk to who can truly understand them.  They may not have a support system at home.  You may be their only support!


We, as educators must also establish a safe and supporting classroom for our students.  We must have a zero-tolerance policy for bullying and abusive language.  Every one of our students must feel included and comfortable in our classrooms.  

Every day that you teach, make sure to put yourself in your students' shoes.  While interacting with them, try to show compassion and patience.   Don't forget...they may just need someone to understand them.