Chapter 2 Reflection

Chapter 2: No More Cookie-Cutter High Schools

            This chapter deals with one of the most important problems of modern day schools, the fact that modern day schools are NOT the schools of old.  The idea of “public school” stemmed off of the assembly line mentality, in a post-industrial revolution America.  We have operated in this “one size fits all” mentality so long that most of our students are never fully served.  To fix this problem, the books offers that schools should be more “Client-Driven” and personalize the education of each of their students.  It outlines that parents and student want choice in three major areas: 1.) They want options in the focus of instruction, 2.) They want a choice of instructional delivery and 3.) They want a choice in the time and place where instruction takes place.  To do this, schools must stop being a one-stop-shop and begin to embrace the community they inhabit.  Schools must find out the needs and wants of their community and change the way they operate accordingly.  With the recent influx of technology we are experiencing exponential change and schools have to keep up accordingly to keep learners engaged.  However, schools and educators must learn how to incorporate technology effectively, which means many teaching practice must be changed.  The chapter ends by pointing out the many objections that teachers and administrators are putting up opposing 21^st century change; however, the fact is our students are already been failed on many fronts.  Although, the fact is, we as educators must continue trying to develop a new vision for our “modern schools”

            In my setting I have already begun to ask questions and incorporate some of the practices addressed in this chapter.  Over the past couple of years I struggled with what seemed like the same sort of problems.  One of the major problems was trying to find a way to reach all 20 or 25 students in my classroom.  It seemed as though I was always able to reach about 10 right away, 5 more with a few questions, but that always left me with not enough time to help the kids that really needed it.  Before this year I had always taught just as I was when I was in school, mostly through lecture.  However, as much as a wanted to believe it, kids were just not the same as I was.  Then I realized that every student is different and I needed to change my approach.  I initially tried this with technology, but like most teachers, technology was thrown at me and I had to fend for myself.  Luckily, I and another teacher stumbled upon a new teaching methodology called the “Flipped Mastery” model for instruction.  In the flipped model students watch instructional vodcasts (lectures) at home, which are roughly about 10 minutes long and in class they work on what was traditionally done as homework.  With the technology that the school provided us we began to make instructional vodcasts and then worked on interaction-rich material to fill our class time with.  Our students were a little apprehensive at first, but after the first unit they were hooked.  With this new model I can now spend my class time walking around and answering the questions I used to not have time for.  Now I have a conversation about their learning with each student in every class, everyday.