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.
