Finally, a piece in the editorial section of the Chicago Tribune that gets to the very essence of education. No, it's not about mentoring, partnering, the length of the school day, online classes, contracts and the other many issues that a part of the education scenario.
The Sunday story is about an issue far more significant than any of the above. The editorial goes right to the very core of education...the relationship between a student and his/her teacher.
Perhaps it is best to simply quote a few parts of the editorial to make this point. "A classroom isn't an assembly line - insert Fact A in Head B - but a laboratory of trial and error. Teachers may teach the same facts, but to different kids. And that's where a teacher's skill - and gift for teaching - counts." The very best and brighest understand this core value.
The editorial goes on to state, "From the first day, smart teachers know they need to establish a classroom "culture,"to help kids learn." The great abundance of our best teachers realize they are there to help children. This is a profession of aiding, inspiring, and motivating. It isn't about cramming and testing.
As Cheryl Watkins , the principal of Pershing West said to the Tribune, it means 'establishing a climate that is collegial and collaborative, letting kids know that you're not on your own, that we're working together.' You better darn well let students know that you care, that you're in their corner.
You may ask, 'so what does this have to do with School Count?' The answer is as simple as the above. Our charity works to aid those many instructors who understand and endeavor to accomplish exactly what is contained in the editorial.
Dick
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