An Educational Mindset

An Educational Mindset

Sam Goldstein, Ph.D.
August, 2005
Copyright © 2005

There was a time in our history when obtaining an education was considered a privilege afforded to just a few. In cultures dating back three thousand years the ability to read was considered a gift bestowed upon only the very worthy, typically nobility or members of the inner circle of a ruler's court. In 1647 in this country, a law known as the "Old Deluder Law" was enacted in Massachusetts to promote education among "the common people." It was the first recorded effort to acknowledge that an education was important for everyone, privileged or not. The first phrase of the Act revealed its purpose which was to forestall Satan, the old deluder, in preventing the populace from becoming knowledgeable about the scriptures. At the close of the American Revolution the numerous social, economic, democratic and political reasons that came into play made education vital not just for America but for all nations. Formal education helped anyone attain material wealth and power. In July, 1839 in the United States, three young women reported for the first teacher training program. Today there are over 200 colleges and programs with more than 100,000 students preparing for the public service of teaching in the United States alone.

Perhaps the most important activity engaged in during childhood, the process of preparing for functional adulthood, is formal education. In a time when we increasingly recognize and embrace the importance of educators and education in preparing children to become functional adults, funding for this endeavor is increasingly in jeopardy, often failing to keep up with costs of inflation and technology. Within the process of education, the most important component is the educator. Yet in this country and many others, teaching as a profession is not considered "an important" job nor one that is financially compensated at a level equivalent to its importance.

This month's article is directed at teachers. I offer a set of principles, on education mindset, for your consideration and thank you for your commitment.

1. Want to teach. If education is your profession by default and you do not want to be in a classroom, no amount of guidelines, knowledge or management strategies will fill the void.
    
2. Be honest not defensive. Like any other skill, teaching is learned by trial and error, success and failure. Being willing to critically examine your own behavior is essential for effectively managing others' learning and behavior.
    
3. Understand the forces. Recognize that student, classroom and teacher variables all affect classroom climate, student behavior and functioning.
    
4. Understand children's behavioral, emotional learning and developmental problems. At a minimum, one out of five children in every classroom experiences one of these problems to the point that it is significantly impairing. Though you may not always be able to deal effectively with these problems, recognizing them when they present and understanding their impact on the classroom are critical first steps.
    
5. Understand behavioral theory and its application in the classroom. The greatest liability even dedicated teachers bring to the classroom is a lack of awareness, appreciation and understanding of the forces that shape children's behavior. It is essential for you to recognize and understand these forces, otherwise they work equally to create chaos as to create a controlled, effective classroom environment.
    
6. Recognize that children think. Although there is no doubt that behavior is shaped, developed, maintained and modified based on consequences, there is also no doubt that how children interpret, process, think and talk to themselves about their experiences affects their self-esteem, relations with others, behavior and ultimately achievement.
    
7. Understand and get to know families. Families like classrooms are complex. Children come to the classroom with an outside history that can and will significantly affect their functioning.
    
8. Focusing on the work is more important than focusing on the behavior. Teachers focusing principally on managing children's behavior may have classes that are well behaved but not necessarily academically accomplished. Conversely, when teachers make classroom work and activities interesting, stimulating and enjoyable for students, they become active participants in the educational process. This participation is incompatible with classroom misbehavior.
    
9. Understand medical issues. It is important for you to possess a basic understanding of medical conditions that affect children's behavior in the classroom as well as be aware of or have available resources concerning the impact of various medications and other medical treatments on children's classroom behavior and performance. You do not have to be an expert on cancer or diabetes but it is important for example to understand the role pain and illness may play in disrupting a child's classroom performance.
    
10. Recognize the importance of friends. You must possess a basic understanding of the socialization processes children encounter and the reasons for social failure. You must recognize the powerful force social rejection or neglect for that matter has on a child's overall behavior and achievement in the classroom.
     
11. Possess a model for evaluating classroom problems. I suggest you create a list of essential classroom behavior students must exhibit for success, including everything from bringing a sharpened pencil to class to being able to spell or understand complex concepts. This list is a work in progress. With this list in place, however, you can develop a system to identify struggling students, the specific areas in which they struggle and a means to evaluate the nature of their struggles.
     
12. Possess a repertoire of interventions. Assessment logically should lead to intervention. Not all strategies and interventions need to be double blind, scientifically demonstrated. Common sense is a valuable ally as is experience. Seek out the experiences and ideas of colleagues. When needed, don't hesitate to seek out the assistance of a school based consultant such as a school psychologist or special educator.

The classroom represents a microcosm of the larger world in which our children function. As the world is struggling it comes as no surprise that our educational systems too are struggling. Acknowledging the powerful forces that shape our children's lives day after day, requires that we must also recognize, acknowledge and commit ourselves to creating classroom environments in which children not only learn but feel safe and accepted.