I found some areas of agreement, some areas of disagreement; or, maybe not disagreement, but areas that were simply incomplete.
I agree that the factory model is not helping us. I agree that a system that trains children to look for one correct answer is counter-productive. I would point out that educators of the last few decades did not design the factory model, and that efforts to move away from that model are squashed, not by educators, but by those who hold the political reins and the funds.
That goes for all the current "reform" efforts towards standardization and testing, testing, testing; all are imposed from the political top ON educators.
Personally, I would LOVE to see the system restructured in a way that is healthy and productive for all of us who spend our days teaching and learning together.
I would point out that the model pointed out as status quo is a few decades past the time it dominated. At least, since it dominated in schools and classrooms where teachers have a bit of autonomy. You can still find it in those schools that run scripted curriculum which take the teacher out of the equation.
I disagree somewhat with the segment on ADHD. Yes, it's real. While there are other coping strategies which should be taught for ALL people with ADHD, medication for those on the more active/extreme end of the continuum can make all the difference in the world for them, in their whole lives, not just in the classroom. Excessive electronic stimulation too early may play a factor in the apparent increase. The "sit and get" structure based on the factory model which is still too dominant is counterproductive for all, ESPECIALLY the ADHD. An environment structured to nurture the way people are wired to learn, rather than the factory model, would be good for us all, and might be essential for those with adhd.
I also disagree with the short little piece on "boring." Boring is an attitude embraced by culture. Specifically, the myth of "boring" is embedded in anti-intellectualism. Anything that smacks of literacy, of thinking, is de-valued in American culture. In reality, we all don't get excited by or interested by the same things. We all can, though, find something interesting in a topic to keep us engaged, if we value learning and intellect. Learning, and formal education, should not be mutilated to fit the current American obsession with instant gratification that has grown along with all those electronic screens and resources.
In any one of my classes, in any year, there will be some students excited about a particular topic or activity, and others not. The make up of "excited" and "not" changes based on all kinds of factors: time of day; time of year; discipline addressed; method used, activity expected, whether or not they have PE that day, what is going on at home, before school, after school; whether or not they are getting along with friends, breaking up, seeking a new boyfriend or girlfriend...even whether or not they have been conditioned to see reading, or math, or thinking, or learning as fun, as an inviting challenge, as "boring," or as a "waste of time" by their families and their communities and cultures.
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