Are The Students The Problem Or The Education System?

Are the students the problem or the education system?

You can’t talk about learning without talking about the education system. For these two things are closely related. Moreover, they constantly influence each other. One problematic consequence of the way our education system is organized is the tendency to label children as slow learners. The problem is that the education system determines the parameters of the ideal pace of the learning process. However, we are only talking about the learning process within the education system itself.

Most education systems in the world are rigidly standardized. They determine what, how and when people should learn. In addition, they decide which methods are used to evaluate whether these objectives have been achieved.

The education system today

Our education system defines what slow learning means. People usually believe that the system is correct. They believe that individuals should be able to meet its demands and function appropriately. If they don’t, then they have an anomaly. Or they say that something needs to be corrected. Pupils get stamps as slow, fast, intelligent or not intelligent. Worst of all, these stamps are the starting point on the road to academic success or failure.

Slow learning, or just different?

This is a true story. A student in the third grade had a hard time with fast reading and fast writing at the beginning of the school year. His teacher often pointed out that he was the worst in the class. She wrote sentences on the board and asked the students to copy them. He always finished last.

The education system

The teacher couldn’t wait for him. So she always wiped the board. She demanded that he make up for it later in the day using a friend’s notebook. One day, after more of the same, the teacher couldn’t find the board sweeper. The boy had taken it and hidden it without anyone noticing. He finished copying the sentences. Then he got up and wiped the plate.

Is it fair to say that this boy is not intelligent? Suppose we define intelligence as the ability to use available information and solve problems. Then we can conclude that he is intelligent. The story shows that he used an analysis process. He described the problem, evaluated the possible alternatives to find a solution. His act was also an ethical act. Because he never tried to hide his behavior. He just wanted to claim his right to have the same chance as everyone else.

The boy was punished for what he had done. Because he was “wasting” his classmates’ time and had not carried out the teacher’s assignments properly. Because all that was important to the teacher was that the children could copy the text in the average number of minutes.

Each student learns at their own pace and within their own situation

All teachers and the education system in general claim that learning is a comprehensive process. Because it includes cognitive, emotional, relational and symbolic processes, among other things. At least that’s what they say. But how many teachers consider the home situation of their students when they think of the learning conditions they are subjected to?

The education system

In Bogotá, Colombia, one public school started a learning program that applied the pedagogical methods of Jean Piaget. Piaget did not consider the content aspect of learning as important as the mental processes involved. In this school they deleted tests, lessons and subjects. On the contrary, any child could enroll in the classes of his choice. Their performance was never evaluated on the basis of numbers.

The results were astonishing. The students could go to the same lesson more than once if they wanted to. Moreover, they were motivated to do so. Performance increased significantly. The learning process was also much more effective. Because because they failed or failed, they were more open to things they didn’t understand and why. The students felt that the school was their favorite place. Something similar happened in the so-called Miracle School in Barcelona in Spain.

We tell children they are slow. Or we think they have too little attention or an intellectual disability. We put a pathology or a stamp on children. But on the contrary, we need to question and assess the education system. Because it is in this education system that children are assessed and stamped.

It is also important that we examine each student’s situation. Is there something going on at home or in their personal life that is making them anxious or depressed? Does the environment at home stimulate learning? In addition to the neurological considerations, we still have much to discuss on this subject.

The education system

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