Teach to their Strengths

I feel compelled to allow myself to fall into a bit of a trap. I teach 100 6th graders, 100 7th graders, around 60 8th graders, and top that off with about 90 - 100 high school students. I see each of them for one contact period a week. Naturally, I quickly simplify things for myself, out of both necessity and a realization that all of the students, regardless of age, are in about the same place with their technology skills. Few have experienced using technology creatively. As much as in "core" subjects - or possibly more - they learn passively.

I resist spoon feeding them information. I use multiple teaching strategies, including previewing material, providing step by step examples, whole class demonstration, and individual and small group work. I tell the students that I understand they won't all like every lesson, but also know that the next project will be different.

Still, I feel as though I am prevented from applying the lesson I learned and took to heart teaching for three years in a therapeutic school: Allow student interests and abilities to not only influence my teaching but also shape what and how they learn. Compound teaching over 300 students with the fact that our students lack experience in decision making, and I feel that I am trapped into teaching a consistent curriculum to all students and modifying my instruction to support the diverse needs of a large student population.

As an education system, we need to break away from this model - that all students need to learn the same things. Perhaps that is the way it need be in elementary school. But shouldn't secondary school be more like college or university? Don't students begin to demonstrate aptitude and interest by the time they enter their teen years? Doesn't the material begin to become complex and resistant to broad mastery? Shouldn't students and parents be given the option to enroll in small academies that teach to student interests while ensuring that society benefits from a constant stream of people who are passionate and excited about their field of study?

At the same time, wouldn't this draw thinkers and dreamers to the profession of teaching?