The common theme I have found in both my experience as an architect and as a substitute teacher is that no one actually listens to the teacher. (Of course for every rule, or generalizations there are exceptions. And this most certainly is an exception).
What I have found is that when designing schools the architect may meet with a school superintendent, a principal and maybe a few teachers of courses that have more unique demands such as band, biology/chemistry, physical education and theater. This premise is buttressed by associates who are architects that got wise and went to work for client’s such as school districts as facilities architects.
When it comes to developing curriculum and teaching methodologies much of the same appears to be true. The field of education has become so burdened with so many ‘experts’ with very impressive credentials who do not teach such that a new label was created to encompass those who do teach and those who don’t . . . ‘educators’.
I will grant that there has been much valid and credible research done in the field of learning and child/youth/young person development there is much that is not valid. Much of that is not is created by educators who do not teach, but must tell those who do, even though there is no real practical experience to draw on, only their own eponymous and preconceived theories.
Moreover it has been my own experience in my own field that those who do not have the ‘gifting’ come up with empirical rules and formula that do the thinking for them. Like a ‘one size fits most’ robe, these rules are intended to cover all situations encountered. Those who think they can design, but do not have the gifting serve as an example. Ditto engineering consultants of modest gifting and competence. I can say much in this regard, but will save for another post.
If you are reading this post, I do not need to list ALL of the ‘gimmicks’ that have been inflicted on the teachers through the years . . . but a few come to mind, such as ‘new math’, ‘common core’ and in my own recent experience as a substitute ‘action based learning’ and the ‘virtual one room school house’.
I view much of this, too much, as something of a ‘hustle’. Reinventing the wheel to make a buck and to justify one’s existence as an ‘educator’ in a state or federal department of education, a school of education or any of the many providers of curricula and leaning tools and materials.
Again, it would be unfair to say that ALL that comes from these sources is invalid. But it remains that the teacher is not asked or referenced, for the most part.
Which is a shame. As a student I can say that I have been blessed by some truly GIFTED teachers from Kindergarten through to my last semester in college at the University of Kansas School of Architecture. A few who stand out are three who taught history, ‘Bud’ Lachel and Mary Plank, who taught High School history and the incomparable Lou Michael who taught history of architecture at the collegiate level. Lou Michael’s lecture on Michelangelo was legendary. Whenever he gave that lecture word would get out and the lecture hall would be packed with former students and others to hear it again. And there is my High School biology teacher, Joe Saban. He inspired and encouraged me such that a congenitally lazy student such as I was motivated to earn the only straight A’s in any course I ever took. Top of the list was professor Curtis Besinger, my 5th year architectural design studio critic. Before he came to KU to teach, he worked under Frank Loyd Wright for many years. I profited much under his tutelage.
Great teachers are not made, they are born.
It is my hope to harness this natural talent to help develop schools from the inside out and in doing so, help the private and charter school set itself apart.