Will Richardson’s book, Why School?, challenges educators and anyone interested in the future of education to relearn the real purpose of school that is relevant and real for our children in the 21st century. Richardson’s challenge begins with a brief introduction of himself as an educator and parent, then describes the “old school,” the one the majority of us have known and still believe in today, and finally confronts us with the need to change the “old school” mentality to the “new school” mentality, in order to make us realize the importance of the need to “unlearn and relearn” to “help our students find the passion of learning” (Richardson). He wrote this in a conversational tone for educators, parents and anyone interested in the future of education. I completely and wholeheartedly agree with Richardson and admire the direct manner he went about it. Change is something that is hard to swallow, especially when discussing an institution that, for the most part, has remained unchanged for over 150 years.
Richardson proposes two starting points, rethink assessments and rethink teaching. For me personally, I would begin with rethinking my teaching. From my experience, my students quickly taught me that what worked for me throughout my schooling, isn’t what is going to work for them. I would put countless hours researching, brainstorming and preparing my lessons during my first few years of teaching. There were a few days that I felt satisfied with my work and that I had reached most of my students, because they were able to answer my questions or pass the test. Nonetheless, there were probably more days that I would go home dazed and confused about the number of blank stares from students, the high number of students not doing well on assessments and not putting forth more effort. I soon came to the conclusion that I had to “rethink my teaching.” The problem is that I didn’t know where to start. I began taking small steps such as: less time lecturing, having students collaborate more, and integrating technology. I did begin to see some change, as I became more of a facilitator than a sage on the stage. We are at a point that as society is changing and technology is part of our everyday lives, we have no other choice other than to follow along with the changes.
Richardson also offered educators six unlearning/relearning ideas he believes we must support to bring about this educational reform that is needed if we are to give our students a chance to succeed in the 21st Century. The six ideas are: share everything, discover, don’t deliver, the curriculum, talk to strangers, be a master learner, do real work for real audiences, and transfer power. Of these six ideas, I know that I am ready and prepared to commit to becoming a master learner and transfer power. Richardson states, “ They (students) see their teachers’ learning as an event not an ongoing process.” I had an “aha” moment as I read this. When I began integrating technology in the classroom, I was very honest with my students and told them that this was also new to me and that I too, was learning. Not one student gave me attitude or complained. On the contrary, completely unplanned, we ended up working together and supporting one another. It was an amazing feeling that allowed me to see my students in a different way, and changed the learning environment in my classroom. For this reason, I am also ready to transfer power. Students want to be respected and valued by the adults in their lives. Another thing my students have taught me, is that allowing students to take some control and have a voice in the classroom and school, they will feel a sense of belonging and responsibility for their own learning. As the my students and I became partners with learning how to use and integrate the technology, they also became more motivated in helping their peers and expanding and sharing their knowledge.
I agree with Richardson that these six ideas will reform education, yet there are a couple that I am not ready to commit to, because I know they will be a challenge for me. Share everything is one of the ideas that isn’t going to come easy to me. It is a personal issue of mine that I feel no one would be interested in what I have created, so why should I share it with others. I do willingly share when someone asks, but only under those circumstances. Richardson caused me to view this idea a little differently when he wrote, “What matters is putting it out there so others can build on it, make it their own, or just share it in the staff office.” This is very true. I “borrow” from educators online all the time and adjust and modify to meet my students’ needs. It will be a struggle, but not an impossible one.
Richardson’s simplistic, honest and thought provoking approach has given me new perspective and hope for our children’s education and that of future generations. It is time to change, keeping in mind Yong Zhao’s words that our biggest challenge “is our mindset about what makes good education and the seductive power of the traditional paradigm.”
Richardson, W. (2012). Why school how education must change when learning and information are everywhere / Will Richardson. New York, NY: TED Conferences.
Richardson proposes two starting points, rethink assessments and rethink teaching. For me personally, I would begin with rethinking my teaching. From my experience, my students quickly taught me that what worked for me throughout my schooling, isn’t what is going to work for them. I would put countless hours researching, brainstorming and preparing my lessons during my first few years of teaching. There were a few days that I felt satisfied with my work and that I had reached most of my students, because they were able to answer my questions or pass the test. Nonetheless, there were probably more days that I would go home dazed and confused about the number of blank stares from students, the high number of students not doing well on assessments and not putting forth more effort. I soon came to the conclusion that I had to “rethink my teaching.” The problem is that I didn’t know where to start. I began taking small steps such as: less time lecturing, having students collaborate more, and integrating technology. I did begin to see some change, as I became more of a facilitator than a sage on the stage. We are at a point that as society is changing and technology is part of our everyday lives, we have no other choice other than to follow along with the changes.
Richardson also offered educators six unlearning/relearning ideas he believes we must support to bring about this educational reform that is needed if we are to give our students a chance to succeed in the 21st Century. The six ideas are: share everything, discover, don’t deliver, the curriculum, talk to strangers, be a master learner, do real work for real audiences, and transfer power. Of these six ideas, I know that I am ready and prepared to commit to becoming a master learner and transfer power. Richardson states, “ They (students) see their teachers’ learning as an event not an ongoing process.” I had an “aha” moment as I read this. When I began integrating technology in the classroom, I was very honest with my students and told them that this was also new to me and that I too, was learning. Not one student gave me attitude or complained. On the contrary, completely unplanned, we ended up working together and supporting one another. It was an amazing feeling that allowed me to see my students in a different way, and changed the learning environment in my classroom. For this reason, I am also ready to transfer power. Students want to be respected and valued by the adults in their lives. Another thing my students have taught me, is that allowing students to take some control and have a voice in the classroom and school, they will feel a sense of belonging and responsibility for their own learning. As the my students and I became partners with learning how to use and integrate the technology, they also became more motivated in helping their peers and expanding and sharing their knowledge.
I agree with Richardson that these six ideas will reform education, yet there are a couple that I am not ready to commit to, because I know they will be a challenge for me. Share everything is one of the ideas that isn’t going to come easy to me. It is a personal issue of mine that I feel no one would be interested in what I have created, so why should I share it with others. I do willingly share when someone asks, but only under those circumstances. Richardson caused me to view this idea a little differently when he wrote, “What matters is putting it out there so others can build on it, make it their own, or just share it in the staff office.” This is very true. I “borrow” from educators online all the time and adjust and modify to meet my students’ needs. It will be a struggle, but not an impossible one.
Richardson’s simplistic, honest and thought provoking approach has given me new perspective and hope for our children’s education and that of future generations. It is time to change, keeping in mind Yong Zhao’s words that our biggest challenge “is our mindset about what makes good education and the seductive power of the traditional paradigm.”
Richardson, W. (2012). Why school how education must change when learning and information are everywhere / Will Richardson. New York, NY: TED Conferences.