It’s Time For The Field Of Education To Step Up To The Plate
This post was originally published on LeadUpNow.
One of the best parts about being an instructional coach is learning from other teachers. Like today, when one of our math and STEM teachers, Fil Dudic, stopped by to talk about two of our favorite topics: education and The Chicago Cubs.
Ok, I admit, I’m not a die-hard Cubs fan like the rest of my family, but I certainly like all that goes along with the Cubs: hot dogs, getting sunburnt in the bleachers, singing Go, Cubs, Go. But, until this conversation with Fil piqued my interest, I knew very little about the team or the game of baseball in general.
As Fil and I discussed the Cubs, Fil quoted Cubs Coach Joe Madden’s statement about themes for the Cubs 2017 season, “It’s really important to be uncomfortable. If you become a comfortable person, I think that subtracts growth from the equation” Fil was struck by this comment as it also applies to much of the work we are currently doing in the field of education.
As Fil and I dove down the rabbit hole of educational topics we have grown so fond of visiting, we landed again on one of our favorite topics: the application of research and use of data in education.
I told Fil about a compelling Ted Talk I watched recently Our failing schools. Enough is Enough! by Geoffrey Canada. In his Ted Talk, Canada gives a compelling call-to-action, urging us to look critically at our system and practices:
Look, you go into a place that’s failed kids for 50 years, and you say, “So what’s the plan?” And they say, “We’ll, we’re going to do what we did last year this year.” What kind of business model is that? Banks used to open and operate between 10 and 3. They operated 10 to 3. They were closed for lunch hour. Now, who can bank between 10 and 3? The unemployed. They don’t need banks. They got no money in the banks. Who created that business model? Right? And it went on for decades. You know why? Because they didn’t care. It wasn’t about the customers. It was about bankers. They created something that worked for them. How could you go to the bank when you were at work? It didn’t matter. And they don’t care, —one day, some crazy banker had an idea. Maybe we should keep the bank open when people come home from work.
Why don’t we [do this in education]? Because our business has refused to use science.As a profession, we have to stop this. The science is clear.”
Canada made it seem so simple, the evidence is clear, we need to change.
So, why then, does the business of education, in large part, turn a blind eye to science?
This was the question I asked Fil and proposed a simple answer. That being, there are some deep-rooted reasons for resistance, the most prominent one being nostalgia.
Using science to inform educational practice would undoubtedly tell us we desperately need to do something different. But, that is uncomfortable and intimidating. But, when we start contemplating what change entails, inevitably our heads start to hurt thinking about all of the systemic shifts, bureaucratic hurdles, and fear of doing something wrong.
We start telling ourselves, “things are fine the way they are. Students have gone through systems like this for years and they are fine.” And, to truly convince ourselves of this sentiment, our minds start producing examples of fond memories of our own school days, and before we know it, we are lost in a sea of nostalgia…”those were the days….” and we stop thinking a change is needed, we may even convince ourselves the science is flawed, not the system.
At this point, Fil brought the conversation back to baseball. He pointed that baseball could possibly the most nostalgia-inducing pastime in America.
I agreed, at this point, not quite seeing the connection until Fil told me about the book Ahead The Curve: Inside The Baseball Revolution where author Brian Kenny illustrates how some of baseball’s common practices (fielding errors, MVP election, pitching win-loss record, and more) are exercises in tradition rather than effectiveness. And, moreover, Kenny articulates how baseball hasn’t changed, but our thinking about the game has evolved. For example, 150 years ago, walks were tabulated as an error for the pitcher, and today, pitching a “walk” is considered a highly-cultivated skill.
Ok, and what does this have to do with education?
As the understanding of the game of baseball evolved, there was quite a bit of resistance from baseball fans. In the 19th and early 20th century, batters could request pitcher throw a certain type of pitch. Therefore, if a pitcher threw a “walk” it was an error as that was not the request. But, then in 1900, some savvy pitchers realized throwing walks could be advantageous and strategically threw them. The MLB and fans were outraged. “Throwing walks is unfair!” people shouted. These pitchers’ tactics were not well-received and were considered an example of “gaming the system.”
Over time, as most things do, emotions died down and walks became an acceptable strategy. And, the most interesting thing about this? The number of walks thrown when throwing was considered an error is higher than when it became considered a strategic play (Kenny, 113).
“But, it’s not fair” is commonly and frequently cited by some educators, parents, and students in regard to standards-based grading, differentiation, no counting homework, and more. But, fair, as baseball teaches us is a state of mind, just as our understanding of the game of baseball has evolved, so is our changing perception of the game of education. And, with that, we must remember to be patient. Change does not happen overnight, but over years.
As another baseball great, Hall-Of-Famer, Branch Ricky said, “Baseball people, and that includes myself, are slow to change and accept ideas. I remember that it took years to persuade them to put numbers on uniforms.”