"And so the traditional American high school was never intended to be a place where students would learn how to think deeply or develop internal motivation or persevere when faced with difficulty—all the skills needed to persist in college. Instead, it was a place where, for the most part, students were rewarded for just showing up and staying awake.Trecho retirado de "How Children Succed" de Paul Tough.
For a while, Roderick wrote, this formula worked well. “High school teachers could have very high workloads and manage them effectively because they expected most of their students to do little work,” she recounted. “Most students could get what they and their parents wanted, the high school credential, with little effort.” There was, she wrote, “an unwritten contract between students and teachers that said, ‘Put up with high school, do your seat time, and behave properly, and you will be rewarded.’”
But then the world changed, and the American high school didn’t. As the wage premium paid to college graduates increased, high-school students voiced an increasing desire to graduate from college—between 1980 and 2002, the percentage of American tenth-graders who said they wanted to obtain at least a BA doubled, from 40 percent to 80 percent. But most of those students didn’t have the nonacademic skills—the character strengths, as Martin Seligman would put it—they needed to survive in college, and the traditional American high school didn’t have a mechanism to help them acquire those skills."
E combinar com "‘An Industry of Mediocrity’" (lembrei-me logo do Professor Guedes Miranda a contar a história do pai que vei pedir um dez para o filho para poder ir para a universidade. O que selou a reprovação sem apelo nem agravo foi quando pai disse "É para seguir um curso para ser professor(a). Lembrei-me de tant@s e tant@s professor@s dos meus filhos)
"Of all the competing claims on America’s education dollar — more technology, smaller classes, universal prekindergarten, school choice — the one option that would seem to be a no-brainer is investing in good teachers. But universities have proved largely immutable. Educators, including some inside these institutions, say universities have treated education programs as “cash cows.” The schools see no incentive to change because they have plenty of applicants willing to pay full tuition, the programs are relatively cheap to run, and they are accountable to no one except accrediting agencies run by, you guessed it, education schools. It’s a contented cartel.Por cá é igual, durante tantos anos se alguém não sabia o que fazer ia para ... professor(a).
Among reformers, there is a fair amount of consensus about what it would take to fix things. The first step is to make teacher colleges much more selective.
Too much student teaching is too superficial — less a serious apprenticeship than a drive-by."
E é impossível retirá-los do serviço e impedi-los de causar mais males aos alunos.