Education Between Nations

Posted in Global EducationStandards and EvaluationTeaching on Mar 17, 2010 - 06:50 PM

One of the things that really made me want to make sure my daughter's education was different from my own was the view of another nation's school system I had a chance to experience during college. During my sophomore year, I was able to participate in a teaching internship in Spain for at-risk children; I consider it one of the best learning experiences of my life yet.

I am hesitant to discuss actual school policies, rules, curricula, etc. since I only speak moderate Spanish and did not get to take part in every classroom or the full lowdown on the school's policies; in fact, I only spent a few days within regular classrooms. Some of this appalled me--particularly the disdain I encountered from teachers regarding Gypsy children. (Before I left, I was instructed to call them "Romany," though once in Spain "Gypsy" was always the word used.) Some of it, in turn, however, was wonderful, particularly the way one teacher ran his highly interactive classroom for sixth graders.

But I spent most of my semester with a tiny class that fluctuated on an hour-by-hour basis. Many of the students were Gypsies; many were immigrants. Still others were simply students who were considered behind, often with problems at home. I was astounded by the honesty and openness of these kids, how they would admit to stealing, or to having drunken family members, or having to live with the church. It was more like a family room than a classroom.

And the kids weren't behind by our own standards! In fact, some of them did math better than I did. Fourth graders were doing long division completely in their heads; when I showed them how we have to "show our work" in the United States, they would giggle or just give me a funny look. These kids were bright as can be, and most could speak at least two languages, if not more.

They had no grades. They had workbooks, but they were by no means the backbone of the class; most of the class was done through art, manipulatives, games, computer programs, toys, and lots and lots of conversation. Even the pre-K class that I visited at the end of the day took part in computer programs! These kids were exceptionally bright--and they were considered "at-risk."

Of course, that was no joke; many of them were very poor, came from rough families, and had a hard life. But they still weren't like the "at-risk" kids I'd worked with and gone to school with at home; most of those kids ended up in "alternative schools" (which didn't mean democratic schools, either) or simply flunking out altogether. Given the lack of support and contempt they were often provided in our district, I can't say that I really blame them.

These "at-risk" kids in Spain, however, were treated with dignity and love by the teacher I shadowed (as well as her colleague who had a similar class I was able to participate with). Sure, there were other teachers who gave out the opposite--much like our system in the U.S. of course; there are always awesome and not-so-awesome teachers--but the learning methods that these kids used and the lack of achievement marks or competition, at least within this little class, created a world I was truly happy to be a part of. So were the kids.

In American schools, I'd seen kids of the same age leaning on their arms, eyes glazed over. In the Spanish school, the kids were eager, laughing, participating. Even the one sullen boy who usually came to class looking like he was in a rage or simply depressed would always leave happier than he'd arrived. In American schools, I'd seen kids being either ridiculed or force-fed answers, learning absolutely nothing, only to get pushed into the next level. In the Spanish school, the kids were being encouraged to think critically, to find things on their own, to explore--and even to make mistakes.

There was singing, clapping, and lots of discussion. Immigrant children and Spanish children who normally didn't get along well outside this particular classroom played well together; without the pressures and everyday tasks, and with the encouragement and lack of judgment, this was a corner of earth where, I ideally thought and still continue to think, if multiplied billions of times over, could possibly bring about world peace.

That is the kind of education I want my daughter to have, yes. It's also the kind of education I wish, in my heart of hearts, that every child could have.

Tags for this entry:
education reform, teacher-student roles, global education, performance, at-risk kids

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