Why Are Kids Struggling in Math, Writing, Spelling, Etc...?

It's been forever since I have posted to my blog!  Since the last post we have adopted our son, Graham, and moved to Bardstown.  A puppy is in the works, and I'm now homeschooling three out of four sons.

What could possibly lead me to blog after all of this time?

Well, it is frustration over articles I have recently read, like this one, (http://online.wsj.com/article/SB10001424052702303759604579093231122420774.html) concerning different topics in education in America.  I am dumbfounded every time I read this type of article.  I am completely mystified by the angles from which people attempt to understand why children are struggling with some of the most basic academic skills.

I am not an education expert.  I don't have a degree in education.  I haven't logged hours on end in the classroom.  I have not visited any seminars on methods of education, educational philosophies, or educational psychology.  I feel, however, that I am relatively certain about the things that are causing student struggles.  I will attempt to list them below.

1.  FAMILIES ARE FALLING APART!

So many children come from broken homes.  When life is turned upside down, education tends to fall to the wayside.  This is not true in every instance, but it is true for many.  There exist custody agreements which require children to spend every other night at a different parent's home.  How in the world can a child stay organized and focused on learning when living under such hectic conditions?

There is also the emotional toll that divorce takes on children.   In talking with children from divorced parents, one can clearly see that they often experience immense grief over the loss of their family unit...sometimes over the loss of one of their parents.

In addition, many single parents are forced to work more than one job.  In many cases, just arranging childcare can be a huge task.  Sometimes divorced parents don't get along well.  Sometimes there are new spouses and children involved...on both sides.  Who knows how deeply divorce impacts the education of children in America?

This is not easily fixed.

2.  TECHNOLOGY:  THROWING OUT THE BABY WHILE KEEPING THE BATHWATER

At some point in recent history, Americans have decided that our children need to be exposed to technology at an early age.  We want mastery!  We have sought this believing that somehow it will make our children brighter and well-adjusted for their future endeavors.

In effect, we believe that teaching kids how to punch buttons on a calculator is more important and will create greater proficiency in mathematical skills than teaching them how to actually understand and manipulate numbers with pencil and paper using their brain.  We think that typing skills are more valuable than understanding rules of grammar and penmanship.

I'll NEVER understand the trade-off!

Learning to search for information on the internet and typing are skills that can easily be picked up once students understand how to write and spell well.  Children who really understand arithmetic can easily be taught to use a calculator at a later date.  They will, most likely, use it correctly as they will better understand the type of answer that they should expect from a given problem.

Out of interest, I called our local school system to find out when students are first exposed to calculators, and when they are allowed to begin using calculators to complete mathematics assignments.  I was informed, by a staff member at the school, that students are exposed to calculators as early as kindergarten, and that they are allowed to use calculators to complete math work throughout elementary school.

Another gut-wrenching finding I have recently made is that schools, ever competing to be the best, have allowed high school students to add a program to their calculator called Zoom Math.  More information about this product can be found by visiting this (http://www.zoommath.com) website.  From what I understand this product completely works math problems (pre-algebra through calculus) step-by-step on the screen of the calculator, so students need only copy what is shown on the calculator screen onto their paper.

If your local high school significantly increased it's math proficiency level in the past year or two, I would check to see if they are playing the system with this type of application.  While test results can make schools look much better at teaching math, the reality is that many schools are getting better at teaching students to use a calculator.

When we make children dependent on calculators, we handicap them for life!

3.  MEMORIZATION IS FOR THE BIRDS!

In Kentucky, in large part because of calculator dependency, we graduate students who use a calculator to find the product of 6x7.  Contrary to what you might believe, these students are not "lower-level" students.  No, some of these students can be found in Kentucky's AP Calculus and Statistics classes.

Last month I was informed, by a teacher, that she has had to stop writing in cursive on the board as her students in the ninth grade and below have not been expected to learn cursive writing.

Many early skills are affected by placing little emphasis on memorization and practice.  One of the most important is learning to spell words correctly.  Many schools no longer require correct spelling for student writing assignments.  Some elementary schools no longer give spelling tests.  For this reason, many students do not think that correct spelling matters.

Additionally, many schools have discontinued grammar lessons altogether.  How is it that we expect students to learn to write well if we don't teach them the basic tools for understanding word usage?

Actual memorization of historical dates seems to be sporadic.  Many students are unable to put major, historical events in order.

4.  ABOVE ALL, IT MUST BE FUN!

Recently, I spoke with a bright group of second and third grade students who told me that their favorite thing about school was doing science experiments.  That makes sense to me.  Science is interesting.  After listening to them describe the fun things that they did in class, I asked them if they used the scientific method.  They looked confused by my question.  They didn't know about the scientific method.

Another puzzling situation is that, more often than not, high schools have traded in assigned reading of classic literature for books like The Hunger Games.  Though this series is somewhat interesting, it has been assigned a reading level of seven, and, clearly, should not be seen as challenging material for high school students.

Have you seen the video linked below on YouTube?  It is supposed to be funny, and I do laugh until I cry each time I watch it.  Still, the limited glimpse it provides into the real expectations placed on many teachers to both differentiate instruction and make learning fun is ultimately sad.  http://www.youtube.com/watch?v=kn8faeuQjE0

5.  THEIR HANDS ARE TIED!

It seems that, with little parent support, constant pressure to compete, and ever increasing legislative demands, teachers find themselves in the position of just trying to get students to participate.   Given what a teacher is expected to teach in a school year, they do not have time to go back to re-teach those things that should have been taught at a lower grade level.

What is the obvious solution when faced with students who can't manipulate fractions but need to know algebra skills?  Well, teachers, like one I recently encountered, do not put problems with fractions on tests or quizzes for their ninth grade algebra classes. This teacher is accountable for teaching and testing algebra skills, but I wonder when those high school students will ever learn how to work with fractions, decimals, percentages, etc...?

Additionally, teachers' hands are tied concerning discipline for undesirable student behavior toward the teacher, other students, and in relation to work assignments.  This inevitably affects the learning environment.

I know that concerned parents who closely monitor what their children are being taught, both academically and behaviorally, can supplement the skills that they deem to be important for their children to learn.  I am just concerned.  I am concerned that, on the whole, what we have traditionally wanted students to learn is being replaced, in many public schools, by new academic priorities and methods of teaching, often dictated to teachers, that cause students to struggle.  Then, we are confused when national tests show that, these days, nearly half of eighth-graders are unable to put three fractions in order by size.