SABAC 2010 Discussions

I feel this is an important topic and is one that should be addressed not only for students with disabilities but also typically developing students. Being a former elementary school teacher I have found the current emphasis on academics has led to the removal of opportunities for regular social interaction in the classroom, even for our youngest students. I feel there should be more methods developed and implemented that allow for more social interaction in the classroom while working on academics. Only through social interaction are students able to develop and refine critical skills for gaining and maintaining relationships. Even students with typical learning abilities may need help with these skills. The combination of both academic and social growth is what fosters well-rounded adults.

I agree! I think it applies to our older students as well. Even in high school allowing more social interaction in the classroom will hopefully foster better social skills outside the classroom and more importantly, beyond high school.

Right, I think we are approaching an era in our educational system where all these great theories, which has been sitting for ages within the pages of books and articles, are becoming or translating into practices to benefit our diverse community of children. Classrooms now are not heterogeneous anymore. We have children coming from diverse cultural backgrounds, children with a host number of disabilities that can be cognitively or physically very involved. To provide a unique and appropriate education that can meet the needs of these learners, teachers should be trained and competent in meeting these needs. Researchers need to translate the wealth of theories into practices that are easy to unfold in a classroom environment. Vygotsky provided us with a wealth of knowledge about the appropriate environment that young learners thrive within. As teachers we need to create and recreate our classrooms to be the right milieu for each individual child to thrive and achieve their aspirations all within their own frame of skills and abilities.

Good point! Also, I think the idea of an appropriate environment is a very interesting one. I wonder if any other country spends as much as the US in education research. It seems that most countries that outperform us in maths and sciences have quite different learning environments compared to US classrooms. How do we import their success?

You raise an interesting point. In the US we are "dedicated" to educational research, however, our children are still behind in math and science. I wonder if there is a difference in how things are implemented in practice here in the US versus other countries. You can research all day and all night, however, if our research fails to generalize to a child's direct environment or have practical applications then therein exists the gap!

I think one of the main differences is societal attitudes. I suspect in many of the countries that outperform us...academia and intellect are very highly priced. I think it allows children to excel in the classroom without the burden of negative labels...which is particularly important when you are a teenager and just trying to fit in.

Opportunities for social interaction enables children to develop important problem solving skills that many students seem to lack. Many students are so overscheduled both in school and out that they lack the time and energy for imaginative play. Even when they have opportunities for interaction, they may choose to play video games instead of engaging in other types of interaction.

I agree that our children are overscheduled. However, in many countries that outperform us in maths and science, children spend more time in school. Schools are trying to boost academic performance by increasing school hours...where does that leave time for play?

Unfortunately it doesnt. Even kids summers are often spent in camps that parents hope will help them become college athletes or in advanced music or scholastic camps. The effects of this are even extending to our youngest students. This week (11/29) in the Chicago Tribune they had a front page article about how difficult it is for parents to get their children into the elite schools. Even at as young an age as Kindergarten, some parents are trying to get their children into gifted or accelerated programs, this leaves even less time for children to play. http://www.chicagotribune.com/news/education/ct-met-cps-admissions-dance-20101129,0,3374642.story. One mother noted that her junior high student was unable to join clubs or sports teams because she was so busy taking extra classes to get into an elite school. Although organized sports and clubs are not imaginative play time at least they teach some of the skills that children need to develop.

I look forward to reading that article. It sounds interesting. I still keep wondering how all that focus on academics helps encourage kids to become well rounded adults. Everyone still needs to have fun and have close relationships with people who you can turn to to celebrate your successes and help you overcome your failures.