Why didn’t they teach us this in school?

I met Ronnie many years ago, when he was a student in my junior-level English class. He was an affable young man, but each time I assigned a piece of writing, he refused to do it. When I say ‘piece of writing,’ I don’t necessarily mean writing essays, but Ronnie avoided writing anything.

One morning before school, we met in my classroom to talk about his avoidance of writing.

“I’m not a good writer,” he told me. “I don’t like it, and I fail each time I try, so why try?”

His attitude toward writing saddened me, but I also understood his feelings. It’s hard to keep trying to do something when all you’re going to do is fail. In his case, he wasn’t learning anything from failure.

We agreed that I would help him with his writing, and I’d break every assignment into smaller steps so it would feel manageable to him. By the end of the first semester, he’d written his first essay…a five paragraph essay. I’m personally not a fan of this format, but for Ronnie, it made sense. I remember the pride glowing on his face when he completed the essay. It was the first one he had written successfully. Was it fabulous? No, but it was a piece of writing he completed.

For the second semester, we were writing a research paper. Ronnie felt more confident about his writing, and he ultimately completed it as well. Again, he felt great pride in his improvement.

Sadly, I–as his teacher–was still dinged on my evaluation because Ronnie did not test at grade level in reading and writing. He didn’t. But he grew 2–3 years in reading and writing from the beginning of the year.

Do I believe Ronnie ever had to write an essay again? No, I don’t. But I do believe Ronnie learned how to ask questions and take advice; he learned how to persevere through failure; and he learned the sweet taste of success.

One of my greatest pet peeves is listening to Americans whine about what they “didn’t learn” in school. “Schools should teach us how to change a tire.” “Schools should teach us how to do our taxes.” “Schools should teach us how to budget.” “Schools should teach us…”

What bothers me about these inane statements is the implication that learning how to read, write, and think critically aren’t important skills. Further, the process of learning, much like Ronnie experienced, is more than changing tires or creating budgets. The process of learning is trying, maybe failing, asking questions, persevering, and eventually finding success.

Directions for changing a tire can be found on YouTube. What about doing your own taxes? Here’s an IRS video. As for creating a budget, just Googling “how to create a budget” produces hundreds of results. This argument that public schools are responsible for teaching skills that are easily found on the internet (or from parents/guardians) is one way to discredit what schools do. As we’ve seen over the past 20+ years, politicians and special interest groups can find hundreds of ways to discredit our education system.

In the early 1980s, with the publication of A Nation At Risk, this narrative of failing public schools began. The text asserted that American students were academically failing compared to students in other nations, and public schools were not producing those ready for a competitive workforce. Notice, it’s only public schools. By 2001, our public schools were saddled with No Child Left Behind, which penalized schools for failing students. Ironically, no other factors were considered under these two narratives; poverty is one of the greatest influences on whether students are successful.

But let’s move away from law and bipartisan assertions that our schools are failing. Let’s look, instead, at average American students and parents and their attitudes toward education.

Adults have told me: “I never read a book in high school;” “I’ve never used geometry again;” “I don’t need to know how to write/spell, I have spell-check.” It’s hard not to roll my eyes or respond with a cutting remark about the inanity of their comments.

Currently, public schools are struggling with students who don’t or won’t study; student behaviors that are dangerous and disrespectful; students who are consistently tardy or habitually absent; parents who are antagonistic, including threatening teachers, administrators, and counselors; lack of support from school boards and the courts; and the latest, greatest, newest innovation to improve students’ test scores.

Unlike Ronnie who lacked confidence in his skills, average public school students and their parents believe they are entitled. They don’t have to try on an assignment as they’ll have a chance to redo it for a better grade. They don’t have to read a book or do other homework because “it doesn’t matter.” As for attendance, well, it seems even employers are struggling with workers who simply don’t show up or show up on time for their jobs. Parents have been told they have the “right” to behave as they wish, and they pass this attitude on to their children.

And don’t get me started on how teachers bear the brunt of this all. Teachers are insulted, threatened, screamed at, assaulted by students, secretly recorded by parents, and blamed for all problems within society.

So what’s to be done?

The current drop-out age in my state is 17, and I think it should be lowered to 16 again. Why? Those students who do not want to be in school can move on. However, I suggest that anyone who drops out must take and pass the GED and either enlist in the military or enroll in some sort of career training program. What if they don’t do this? Then they have to prove they have employment or, much like the Selective Service requirements, they can’t qualify for loans, apartments, etc. If a student wants to work with her hands, why make her read Shakespeare? If a student simply wants to work retail or become a janitor, why does he need calculus? Let’s let them move on with their lives.

What about habitual tardiness and/or absences? Those students should complete their education online. Then they can do it at their leisure. But what if they aren’t “job ready”? If school boards and the juvenile courts systems aren’t forcing attendance, and they aren’t, why should “job readiness” be the responsibility of public schools?

Instead of revamping schools to make learning easier for all students, maybe we could revamp schools to have higher standards and expectations for their current students. Hold students accountable for their poor grades. Stop passing kids to the next grade level. Maybe we could even do a gap year in high school where students are given a year off to go and work a job; this way, they can determine if they want to return to high school or earn their GED. Students can get paid minimum wage, but they have to save their pay stubs to prove they actually worked. However, training those students who don’t want to attend school would benefit those who do. Fewer class disruptions and smaller class sizes will provide optimal learning for those students who want a high school diploma.

I must be crazy, right? Nah, I’m just tired of listening to people who once sat in a classroom as students proselytize on how education should be run since it isn’t being run correctly.

But what about Finland? What about competing against other countries?

Finland is a fairly homogenous society that treats its teachers well and values education. The opposite of the US.

As for competing against other countries, well, many Americans don’t agree with economic globalization, so I’m not clear as to why it’s important that we compete against other countries.

In all seriousness, the US needs to listen to its education experts: classroom teachers, counselors, and administrators, and not politicians and special interest groups in terms of determining what is best educational practice. Public schools deserve better funding; students deserve better buildings; teachers deserve living wages where they can afford to buy homes and food; and public school students deserve to not be subjected to standardized tests. Lastly, those students who want to actually learn something will have the chance to do so, and those who want to move forward with their lives into jobs will be much happier.

Ultimately, that’s what Ronnie did. He went on to be a carpenter where he’ll never have to write another essay. However, the skills he learned in the process, perseverance, asking questions, and taking advice have, most likely, helped him in his chosen career.