Theories of Education

Theories of Education

There are many educational theories. Taxonomies, hierarchies, and intelligence theories abound. Preparatory teachers spend four years studying them. They write papers about them. They plan lessons reflecting them. They devise tests to assure that they are using them. Finally, they take a great big exam to make sure they know them before they are granted a teacher’s certificate.  

Then they enter a classroom in the real world. Or rather, the real world smacks them in the face. These are real students with all the trials and tribulations of real kids with real parents. There are also real principals with theories of their own and real administrators with multiple hierarchies above them. So teachers develop their own educational theories, theories that come from experience.

Theory One: The most interested students are those whose parents are most involved with their education.

Parents don’t have to be rocket scientists to help their child learn. They just have to be willing to take the time to show interest in education.

Share a book. Hang her scribblings on the refrigerator. Pat him on the back for a job well done or just for showing an improvement. Listen to his stories about the classroom. Pack great lunches. Show up for open house. Teach them manners and respect for others.

Don’t ask: “How was school?” “What did you learn today?” You know what they’ll say, “OK,” or “Nothing.” Be involved enough to ask specific questions. Teachers and schools are great communicators. Read the handouts. Know what to ask.

“How is your wax worm metamorphosis coming along?” 

“What did your igneous rock do today?” 

“I went to a party today with six horses. How many horse’s legs were there?” 

(That’s six times four but a whole lot more interesting to a kid.) 

Theory Two: Discipline is necessary for learning.

This means more than having a posted list of rules. Teachers and students both need discipline. Kids can’t learn in chaos. Order is mandatory but it may not always be obvious. Each teacher has an inner sense of balance. Mine might mean a clean desk and color-coded files. Yours might mean sand tables, art projects, and scraps of construction paper. We both know what, when, where, and how we want to teach and how, what, when, and why we want the students to learn. We know the rules and we keep them consistently.

Kids have their own systems. Some just love to follow your lead. Some buck the system. Both are necessary. A good teacher or parent recognizes and respects differences of opinion but holds on tight to his/her responsibility as guide and authority.

We all have to learn here and we all must make certain concessions to the balance necessary for everyone to feel secure and comfortable in the classroom.

A good teacher (or parent) conveys a strong but loving guiding presence.

Theory Three: Learning is fun! 

Reading is fun!  Math is fun! Science, social studies, phonics, writing, music, gym, library, art, and even handwriting are fun!  OK, so they may mean work too, but a wise teacher, student or parent will find the fun and exploit it. 

Hurray!  It’s time to use our super brains to unlock another math problem.  Here we go—off on another adventure in learning.

Find the fun.  Make it fun.  Let the kids enjoy themselves as they discover the wonderful wisdom around, about and in them. Develop your own theories. This is your child or your classroom.  It’s your life; make it a good one.  Make the kids a good one too.