I think it was Mark Twain who wrote, “I never let schooling get in the way of my education”.  Unfortunately, Twain had a point; there are skills that you need to do well in order to “do” school well in the current system of education.  If a student is unable to polish up on these skills it becomes difficult to achieve success in today’s schools.

Here is my list of the 10 skills (in no particular order) that students need to work on in order to become good at “schooling”.

  1. Stay in your desk – do not get up to talk to anyone, go to the bathroom, or get a drink unless you ask.
  2. Put your hand up to speak – do not call out.
  3. Do what you are told; comply – do not question what is said or how things are done; do not be different.
  4. Do your own work – do not collaborate as we need to know what you know not what your partner knows.
  5. Memorize - do not apply learned knowledge beyond what is needed for the test.
  6. Do your homework – and do all of it, even if you understand it – or worse, you do not understand it.
  7. Line up and walk down the halls quietly – order is important, other people are watching how you act.
  8. Stay on task – do not focus on thoughts other than what is being taught, or until the bell rings.
  9. Excel at numeracy and literacy – do not worry about the arts, PE, or the trades as they are not important.
  10. Strive for rewards – stickers, percentages, letter grades, awards are all important.

Alright, so you can hopefully read the sarcasm in the above list.  I have to admit that as a teacher, I have unfortunately overemphasized these skills many times throughout my career (and still catch myself doing so).  The aforementioned skills will help students to do well in school; if they hone all of these skills, they most likely will get good grades and make their teachers and parents happy.  What being successful at these school skills will not ensure is that the student is educated and will prosper beyond formal schooling; in life outside of formal schooling, there are more important, deeper learning qualities such as collaboration, critical thinking, problem solving as well as character skills such as love, care, compassion, and empathy that will help students to truly flourish in life.

Unfortunately, we have all been raised in a system that places emphasis on these skills so we all think this is the norm.  We are also in a system that has high class sizes, low teacher support, and a broad and demanding curricula that forces many teachers to have to maintain control and order of their classes just to survive the day.  There are, however,  teachers and educators that are trying to change the system; they are trying to create a system that places more emphasis on student learning and education and less emphasis on schooling.  It is important that we start hearing the success stories of these educators – teachers that are spending less time on rewards, grades, memorization, tests, and control and more time on student engagement and learning.

What it comes down to is determining how we define the purpose of school. David Coulter, at the University of British Columbia, speaks of how schools should be there to help students create their path to lead a good and worthwhile life; how the “good and worthwhile life” is defined is up to each individual.  If we define education this way, we need to question if the skills that are emphasized in the current system encourages students to develop their own path toward a worthwhile life.

The biggest frustration for me is that schooling and learning are not the same things – a student who struggles with the skills needed for school often begins to believe that they are unsuccessful learners.  We need to start focusing on the individual strengths and interests of our students and start putting learning, rather than schooling, at the centre.  By doing this we will hopefully move toward an education system in which schooling, learning, and educating are all synonyms – a system where “doing” school has a much deeper meaning for our students.

For some quality work on this topic, please read the writings of educators/authors David Coulter, Guy Claxton, Sir Ken Robinson, Alfie Kohn and Joe Bower.