新综合教程 第三册 教学课件 熊选琴 刘重霄Unit 1 3 U1.pptVIP

Unit Text A: Changing the Pace of School Changes in educational approaches, beliefs and practices come faster today than most teachers, parents and children can begin to assimilate. Speedy results are seen as politically necessary. When new approaches are not successful immediately, they are abandoned in favor of even newer ones. In repeated and accelerated cycles of change it is the children who suffer. Hurried through the school day and through the grade levels, they are left with little time to reflect on what they are learning or where their lives are headed. Our schools tend to be fact factories, cramming more into every minute of every hour of every day. There always seems to be more curriculums to cover and more tests to take—but never any time added to the day. Children and teachers are left gasping for air. We must stop hurrying children and give them adequate time for learning. We need more clarity, more planning and less impulsive, reactive implementation of “the latest best thing”. There is an urgent need in our schools for increased accountability and more focused attention on basic skills. But that very urgency must not lead us to rush. The pace of change must be reasonable and related to the right pace for children’s learning. True learning requires time: time to wonder, time to share and time to pay attention to what is most important. To hurry through classes and a predetermined timetable of achievements is contrary to the nature of children and will do irreparable damage to their minds and souls. School comes from the Greek word skhole, which translates literally as “leisure”. Consider how far we’ve moved from our educational roots! One Model of Change For the past two decades, I have worked in consultation with administrators and teachers in hundreds of schools that are committed to school-wide reform. Using an approach known as the Responsive Classroom model, these schools are working to improve the quality of educat