4) Not prepared for the challenge of post-secondary work

Children differ in psychomotor and learning readiness, but schools were most secure using the one-size-fits-all approach to keep the campus safe, an institutional emphasis in many places today that does not accommodate the mental growth of a segment of the student body. For pragmatic reasons, then, even modest inclusion of collaborative and project-based learning, methods of engagement that enhance cognitive development in humans, is not on the radar screen.

Many of my peers adjusted to the rigors of college but a good percentage of what I would characterize as intelligent people were not prepared for the challenge of post-secondary work and either dropped out or changed the major of their dreams. For them, the development of the brain varies in the academic domain, and the complement of study and analytical skills needed in a college setting were not sufficiently manifested in high school.

What did I take away from these models as well as the other teachers in that school? They were motivated professionals, empowered to be effective facilitators, and successfully maintained student focus. That is, students had to be immersed in thought during the classroom period. I could never be as demonstrative as Janet nor could I feel comfortable structuring a class like Steve, though his craftsman approach stayed with me. I had a responsibility to engineer my subject to meet the needs of students and be as lucid as possible. Perfection through craftsmanship would be the supreme goal in my career, and a measure of Janet Snyder's enthusiasm as well.