A NEW WAY TO TEACH THAT WORKS

There are steps you can take which will transform education from marginal effectiveness and negligible usefulness to a process which will equip students to pursue a productive and satisfying life. Initially, there must be agreement on the need to access the heart and mind of the student for meaningful learning to take place. If that fact and objective can be made foundational to the entire educational apparatus, a new day will dawn for both students and gifted teachers.

For education to be based on fulfilling the learning needs and dynamics of its students, the process for identifying their giftedness would be established in early childhood, involving both teachers and parents. As evidence of their giftedness emerges, it is applied to what and how they are being taught. Time is spent each semester to increase the amount, accuracy, and educational implications of the information generated. During these pre-teen years, only gifted teachers motivated to find ways to reach each student should be used. Efforts are made every semester to improve the teacher-student match, and once achieved, to retain that relationship as long as practical; subject matter match is not critical.

Prior to entering secondary school, there would be enough information available to chart a tentative educational road map for each student. In addition to what and how the student is motivated to learn, would be added why. Students would be assigned to study under teachers whose way of teaching would match the student's way(s) of learning. Attempts to exploit reasons for learning inherent in each student would typify teaching strategy. The new standard would be clear and achievable: everv student would experience an achievement in each course.

In every other semester in secondary school, students would continue to study the nature and behavior of the person, provide new input into their achievement history and expand the understanding of their own motivated behavior. Early on, students would be encouraged to get more specific about their career direction and seek guidance from advisers about courses of study useful in its pursuit. By the time entrance was sought in college, students would be able to define likely fields of study and how their unique learning dynamics could be accommodated.

Entrance into college or the world of work would be much improved because students would know what they needed to advance in a certain career direction. Prior experience in coping with subjects critical to learn but of little interest, can be negotiated but once again. If students believe they are fulfilling their purpose in life and that God is in their corner, good things will happen, and the retention rate will go up.........way up.



Copyright 2007 Arthur F. Miller