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The Right Reform: First Things First
Today students in the United States mostly encounter only one type of teaching technique, a traditional style overrun with chalkboard lectures and unenthusiastic teachers; a classroom structure which forces students to act like the receptacles Freire described in his work, "Pedagogy of the Oppressed." Paulo Freire argues that too often education involves what he termed banking' the educator making deposits' in the pupils. Children do not express or think for themselves anymore. Currently American students function as toilets for a teacher's input.
Styles of pedagogy have changed over the past twenty years. No longer are students passive learners, regurgitating information from chalkboard lectures derived from out of date textbooks (Fullan, 4). Today's educators understand that to produce an education beneficial for life the United States must educate its children with an array of techniques mirroring life's developmental stages. One initiative driving public education reform in America is the idea that schools will improve when teachers learn how to address the individual needs of each child (Fullan, 6). First Things First (FTF), a reform model developed in 1996 by the Institute for Research and Reform in Education (IRRE), comes close to addressing the needs of individual students through good educational practices supported by decades of educational research (IRRE website.)
The approach American schools have taken to reform has changed drastically. Reform plans in the 1980's were characterized by efforts to identify and cure' children and adolescents who were failing to thrive by creating narrow programs designed to address specific problems. The reform ideology was based on a micro level. Children who were problematic, or those labeled at-risk', were placed in programs to reduce negative school features like dropping out, drug use, and teen pregnancy (Fullan, 8). While some...
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