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The title expresses a nice sentiment. Unfortunately, often we lack the knowledge to tell if we are doing more harm than good.

Here is a quote from Judy Willis’ chapter of the recently published book Mind, Brain, and Education, edited by David Sousa. Judy is both a brain scientist of international repute and a classroom teacher. The quoted material describes how a human brain handles perceived threats.

The brain’s first sensory intake filter, the reticular activating system (RAS), is a primitive network of cells in the lower brain stem through which all sensory input must pass if it is to be received the higher brain. Out of millions of bits of sensory information available to the brain every second, only several thousand are selected to pass through the RAS—and that selection is an involuntary, automatic response rather than a voluntary decision. … When a threat is perceived, the RAS automatically selects related sensory information and directs it to the lower, reactive brain, where the involuntary response is fight, flight, or freeze.

Judy then goes on to provide some educational recommendations based on this research. In brief summary:

Reducing students’ perception of punishment or embarrassment in front of classmates for not doing homework, concern about whether they will be chosen last for the kickball team, or anxiety that they make an error in front of classmates because they are not fluent in English is not a “touchy-feely” option.

Remember, all people are lifelong teachers and students. Now, think about your own teaching style (both in teaching students, and in conversations with anybody you communicate with) and analyze how well you understand Judy’s brain science statement and how you implement her ideas in communications with students and others.

Wow, knowing the theory and translating theory into practice are a really tough challenges. I cringe as I think about how often I called on students to answer a question or discuss a topic in front of their classmates—when I am relatively sure that the student did not know a reasonably accurate answer and was not prepared to discuss the topic. The research Judy discusses in her chapter says that I was doing more harm than good!

What You Can Do

Final Remarks

Spend a bit of time reflecting on what you have just read. How does the information fit in with your current knowledge, beliefs, and activities? How can you make use of the information to help improve our informal and formal educational systems? Who do you know that might benefit from reading the IAE Blog entry?

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Links to Related IAE Documents

Information Underload and Overload.

Setting unreasonable standards in student assessment.

Student and adult desires for instant gratification and extrinsic motivation are significant roadblocks to improving education.