Summary Of A Place Called School
Goodlad’s book A Place Called School addresses the problems and issues American schools face today by examining the schools themselves, evaluating what’s going on, and making definitive studies of the schools in operation. The basic message Goodlad states is the purpose of his book is he desires to help the reader understand this place called school. Goodlad thought we should first understand schools before we can expect to improve them. He wants to develop an agenda for school improvement, and emphasize the importance of bringing to the process of improvement data that is relevant to particular schools (Hilde, 1985). Goodlad believes that each school should be studied and analyzed individually with plans for improvement being based only on
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As educators we have duty to make connections with students academically, and personally to showcase that as educators we care for them as well as their academics. In the reading, Goodlad presents what is meant in this statement as well by showing that data analysis revealed two unfortunate developments as students’ progress through grades K through 12 (Hilde, 1985). The first is that desired teacher traits and methods declined steadily from the early elementary grades through the senior years (Hilde, 1985). Secondly, where students are grouped the more capable students receive better teaching techniques than students in the lower group (Hilde, 1985). Both of these opinions contribute to idea that boredom can become the disease of epidemic proportions in schools if teachers/administrators do not look to bridge the gaps these statements cause our schools. Data and the use of it to tailor instruction and group students are key in the solution to these unfortunate developments. Grouping in many schools creates gaps in higher and lower students and their ability to gain access to knowledge made available. While data is driving instruction and grouping schools, classrooms, and teachers have to make sure they are differentiating instruction to tailor to all needs of their students and that all students have access to knowledge and growth in
As educators we have duty to make connections with students academically, and personally to showcase that as educators we care for them as well as their academics. In the reading, Goodlad presents what is meant in this statement as well by showing that data analysis revealed two unfortunate developments as students’ progress through grades K through 12 (Hilde, 1985). The first is that desired teacher traits and methods declined steadily from the early elementary grades through the senior years (Hilde, 1985). Secondly, where students are grouped the more capable students receive better teaching techniques than students in the lower group (Hilde, 1985). Both of these opinions contribute to idea that boredom can become the disease of epidemic proportions in schools if teachers/administrators do not look to bridge the gaps these statements cause our schools. Data and the use of it to tailor instruction and group students are key in the solution to these unfortunate developments. Grouping in many schools creates gaps in higher and lower students and their ability to gain access to knowledge made available. While data is driving instruction and grouping schools, classrooms, and teachers have to make sure they are differentiating instruction to tailor to all needs of their students and that all students have access to knowledge and growth in