So many people in this society seem to think they know better how to do what a teacher is supposed to do than those people they actually pay tiny amounts of money to for doing decades worth of the job of teaching. “Drill and practice!” “Teach them to pass the sacred State test!” “They need to diagram sentences!” “Endless practicing of math problems like long division!”
I need to be clear about this. Those people who have never stood in front of a class of thirty to thirty-five kids who are immensely stupid with a criterion-referenced State test hanging over their heads and no help with the cannibals and criminals embedded in every class need to shut up and hear this;
You need to know WHAT TO TEACH, WHY THEY NEED TO KNOW IT, AND HOW THEY WILL LEARN IT!
Was that said clearly and loud enough? I wrote the important parts in ALL CAPITAL LETTERS!
By the time they reach second grade, they should all be reading at the second-grade level. Memorization of the alphabet, addition, subtraction, and multiplication tables should be reinforced, but pretty well mastered by that time. So, mere memorization skills need to be firmly in place, ready to move on to higher-order thinking skills.
In the third grade, they should already be moving on to applying reading strategies, like rereading, looking for main ideas, and interpreting compound and complex sentences (like this one.) Also, they should use the application of simple formulas in math, (2+3) x 5 = 25, and apply the directions in a recipe to the successful baking of chocolate-chip muffins.
By fourth grade they should be moving on to being able to think more abstractly, using deduction, inference, prediction of outcomes, and synthesis of ideas.
In fifth and sixth grades they should already be moving from concrete and literal thinking to abstract and metaphorical thinking.
The emphasis should not be on creating semi-competent minimum-wage workers at McDonald’s and Walmart. It should be on teaching everyone to think critically and be capable of complex problem-solving. They need to be capable of telling fact from fiction and evaluating their own conclusions and solutions to problems. In other words, they need to be ready to form unions, demand higher wages at Walmart and Dollar Tree, and tend to their own interests in the business world, just like no corporate CEO ever wants them to do.
What makes a fact a fact is that it can be verified as either true or false in a consistently repeatable manner. Every fact needs to be tested and retested. Even proven facts need to be doubted, re-proven, and even nuanced when new evidence or random anomalies occur.
Again, I hope I am being clear and loud enough to get the point across. This is the whole basis of the Scientific Method which you need to understand before we proceed to WHY THEY NEED TO KNOW IT in Part Two. That follows logically because we just finished discussing WHAT THEY SHOULD BE LEARNING.
So, bear with me as I continue to pontificate and elucidate things all good teachers know about teaching even if they only know it by instinct. I am going to be preachy and unkind just as stupid people who think they know the teaching job better than I do tell me about it constantly, only with a strong wind blowing in the opposite direction. I taught middle school and high school English for 31 years, taught every subject except foreign languages as a substitute teacher for three and a half years, and was both the head of an English department and a Gifted and Talented program for a good portion of the thirty-one years. I was even an ESL teacher for well over a decade, teaching English to non-English speakers. I am probably not as dumb as you think I am, and certainly as certain that I am right than any of the people who argue with me have any ghost of a chance of being.
Catch a Falling Star 
Why School Should Be Cool
I was a school teacher for thirty-one years, and in spite of the immense amount of brain damage that builds up over time, especially as a middle-school teacher, I think I know what we’ve been doing wrong.
We need to take a look at an education system where things are working better than they are here.
Now, I know you probably didn’t click on the boring video about school. Heck, you probably aren’t even reading this sentence. But I can summarize it and put it in easy-to-understand words. Finland does not have to educate as many poor and disadvantaged kids as this country does. The video gives five ways that Finland does it better, but all of them boil down to the basic notion that the country is more homogeneous and uniformly middle-class than ours is. Still, we can learn things from them.
The first of the five ways that Finland does it better is a difference in government. While U.S. governmental safety-net programs blame people who need food stamps for being lazy (even though some of them work 40-hour work weeks in minimum-wage jobs), Finland gives a huge package to parents of everything they might need as soon as their child is born. As long as the child is in school, the government does many things to support the family’s efforts to educate them. Imagine what we could accomplish here if we invested some of the vast fortune we give to corporations in subsidies into educating poor black and Hispanic children instead. Children have a hard time learning in school when they come to school hungry. If we could only feed them better, the way the Fins do, we would revolutionize our classrooms.
The second point the video makes is the biggest suds-maker every time I get on my teacher’s soap box. They don’t give kids homework and they only give them one standardized test when they leave high school. I have recently covered this topic more thoroughly in a post in which I was able to ridicule Florida governor Rick “Skeletor” Scott. (Boy, did I enjoy doing that.) But I won’t go into all of that again here.
The third thing is respecting teachers. In Finland they treat teachers with the kind of respect that they give to doctors and lawyers. How cool is that? In Texas, calling someone a teacher is an epithet. If a teacher is liked or even loved by their students, administrators are encouraged to keep a closer eye on them to figure out what’s wrong. Students are supposed to hate their teachers and sit all day filling out mind-numbing test-preparation worksheets. Imagine what it could be like if teachers weren’t the scum of the earth. They might actually have students convinced that learning goes on in their classrooms.
The fourth point is that Finland does not try to cram more and more memorized details into young brains so they can spit it all back out on a test. They take students thoroughly into the subject of study, and at a slower, easier pace. They dive deep into the river of learning instead of wade through the wide and shallow parts. All questions get answered. And by that, I mean, student questions, not teacher questions. The learning is student-centered.
Finally, the video states that Finland simply has fewer social ills in their country to get in the way of good quality education. But even though the work is harder in this country, the potential is really there to go far beyond what Finland is capable of. We have a natural resource that is totally untapped in this nation. We don’t develop the minds of a majority of our children in any meaningful way. And I can tell you from having done it, you can teach a poor or disadvantaged child to think. You can give them the tools for academic, economic, and personal success. You can make them into valuable human beings. But you should never forget, they are already precious beyond measure. We just ignore and trash that inherent value. So, the information is out there about how to do a better job of educating our children. We need to follow through.
Here endeth the lesson.
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Tagged as education, Finland's education system, humor, lessons learned, teaching, teaching better