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Old teachers can learn new tricks. Most states require that teachers continuously upgrade their educations and acquire knowledge about new methods and materials. As a teacher, I wonder if we should learn new tricks. Presently, we enjoy the benefits of computers in the classroom, interactive learning aids and state of the art educational science. Despite these "new tricks," our educational system is producing graduates with mediocre academic skills. I believe that it is time we insisted that new teachers learn the old tricks of the masters.

Today, teachers are encouraged to take into account the different learning styles of students. We are instructed to plan our lessons so that they provide a level of entertainment for the student. We are admonished to teach not lecture, inspire not criticize, and support not correct. While this approach is undoubtedly a kinder and gentler one than traditionally employed, it is producing a student ill-equipped to deal with the realities of a competitive society. The work world doesn't care about an individuals' learning style. An employer isn't concerned with his employee's self-esteem or tolerance for frustration. In our whirlwind, capitalist system, value is placed only on the individual's ability to get the job done and done well. If it can be done quickly and cost-effectively, all the better. The world is looking for problem-solvers and our schools are producing excuse-makers. We are educating perpetual students instead of training masters.

In the past, there was a value attached to teaching to mastery that is missing today. Today we teach in a spiral method that assures us that if a student misses a skill somewhere along the way, that skill will be presented again, to give the student a second chance to acquire the necessary knowledge. In life and work there may be no second chances. Sometimes we don't get the "do-over" in the office as we did on the childhood playground. We need to prepare our students for the eventuality that they will be held accountable for mastery on the job. We can achieve this by teaching to mastery. There is great value in the tools of the teaching past. Memorization and rote learning have their place. Mastery of skills requires that they be built on a strong foundation, not acquired on a haphazard basis. Teaching to mastery builds successful students.

Possession of a strong skills set is only part of the success equation. An individual must also be able to face criticism and to learn from mistakes. A successful student understands that competition provides a challenge to demonstrate excellence. When we educate students in an atmosphere devoid of competition and healthy criticism, we do them a great disservice. The world is a competitive and judgmental place. An employee will be judged on the merit of his work, not the kindness of his heart or his sensitivity. The classroom must become the place where teachers provide a laboratory of life. Teachers must be free to criticize constructively, foster healthy competition and reward excellence. In life, not every player gets the championship ring. The winner is the one who has the skills and the determination to succeed.

By learning old tricks from teaching masters, new teachers can give students what they need. Teaching to mastery and fostering a sense of accountability for skills and attitude can benefit a student in ways that all the computer software in the world cannot. Teaching that the individual is part of a community while not the sole focus of that community allows students to broaden their perspectives beyond their own frustrations and concerns. It frees them to think outside of themselves toward a greater awareness of their strengths and potential.

Learn more about this author, Kathy Soltani.
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