By: Todd Long
Submitted: 2010-10-30 05:08:36 | Word Count: 590
The move to constantly improve education standards may create a generation of high tension students who could be destined to problems far worse than bad grades. Student stress can bring on physical, emotional, and eventually societal problems.
Tougher Curriculum Standards That May Backfire
Some governmental directives which start with good intentions to address the issues can tread on the students' souls. One has to wonder how far the bar will be moved..
Because of this, many schools and families, acting out of a need for a buffer zone (which D at 65 to 70 percent used to be) have relegated C to the position D used to occupy, that of a danger zone. This can put pressure on students to be almost great in all subjects.
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Normality as a Curriculum Goal for Everyone
This march toward the "perfect normality" has invaded the social sphere as well schools. Remember lazy summer songs like Take Me Out To The Ball Game? They were written when kids could toss a ball in a vacant lot, yet still have a chance at Saturday's ball game.
Children rush to Little League or gymnastics right after school, give up play time (where they develop social skills) to practice in dead earnest so they can move to the next level before Saturday's tension-filled athletic trials, and many don't feel success. Worse yet, players don't always learn to earn since the trophy comes anyway, and a feeling of entitlement can develop.
Myths About Normality and Curriculum Standards
One of the myths surrounding the attempt to raise and maintain standards is that all kids should be "on level". Yet the whole mathematical idea of normality is that there is a statistical center with decreasing numbers on each end, otherwise called the Bell Curve.
It can be observed that adults hardly ever wonder if their friends are "on level".
Realistic Goals for Curriculum in Schools
It is worth being cautious about setting standards that tell any age students they must be on a precise educational level in order to be a success. The drop-out rates tell that there is more to it than that.
A far better goal may be to learn regularly and thoroughly, and to develop self-esteem and group skills for a happy life. Keep in mind that byproducts of education should include mental and physical health.
Any curriculum standards that teach students they should all be somewhat alike, i.e. normal, and they should be fairly good at everything, may need another look. Most adults can remember being fair to poor in something, be it eye-hand coordination, calculus, sports, or creative writing. Yet, did that weakness stop them from becoming successful adults?
Purpose of School Education Beyond Classroom
When setting the bar for both curriculum and testing, it may be helpful to ask if the grade level standards are a goal or a goad. The drive to be "at grade level" could block the more important purpose of consistent learning and pride in one's strengths and skills without crippling shame for the weaknesses.
So if a children don't perform precisely according to curriculum standards, consider embracing their strengths. Help them stand on their strengths to pull up their weaknesses and avoid rejecting messages to them regarding their challenges.
Take another look at society's demand that normality be a curriculum goal for every student. Such curriculum standards may backfire in favor of realistic goals for school children in order to achieve the purpose of education which lasts beyond the classroom.
After all, when all the grades are averaged, passing life may be more important than passing subjects.
