This is a guest post from Diana Senechal, written in response to my post, Private School Idolatry and the Case of the Missing Solution. Diana was a contributor to Fordham's review of state ELA standards in 2010, she is also author of the book Republic of Noise: The Loss of Solitude in Schools and Culture, which will be published by Rowman & Littlefield Education in November.
I am speaking for myself here?I just wanted to respond to your points.
The problem with the ?maximize every moment? approach is that in the name of maximizing every moment, the moments themselves are often limited?and needlessly.
Many children in urban schools are not on the brink of failure; they desperately need more challenge. They are placed in classes with students who lag them by several years. I'm not saying tracking is the solution?but these students should at least be acknowledged.
Because of the belief that urban students in general must be yanked into success, some reformers assert that every moment of the lesson should be directly tied to its objective and that the lesson should be swift, purposeful, and productive. This precludes the sort of discussion that allows for tangents and open questions and that does not lead to a physical product or concrete result.
Not every lesson can be like that, even in wealthy schools. You need to teach children concrete things and to ensure that they are learning them. But children are...