A New Vision of Education: Centering the Teacher-Student Relationship

The traditional model of education is characterized by a hierarchical organizational structure, with clear lines of authority and decision-making. This model is often referred to as a “top-down” approach to education, as decisions and policies are typically made at the top levels of the organization and then disseminated to the lower levels.

In the traditional model of education, the main stakeholders in the education system are typically teachers, students, and parents. The school district or education department is responsible for providing overall direction and guidance for the education system, and is usually led by a superintendent or other high-level administrator. Schools within the district are typically led by a principal, who is responsible for managing the day-to-day operations of the school and overseeing the teachers and staff. Teachers are responsible for delivering the curriculum and providing instruction to students, while students are expected to meet the learning goals and standards set by the district or state. Parents are often involved in their children’s education as well, either through participating in school events or by working with teachers to support their children’s learning at home.

To create an effective learning environment, education should be personalized. To do this, we would need to: assess students in ways that support their personal progress and achievement, enable students to pursue their particular interests and strengths, allow the expression of diverse and multifaceted intelligences, and adapt to the different rates at which students learn.1 Our current model, with standardized testing, rigid bell schedules, siloed courses, and lifting up of purely academic or athletic achievement, leaves many students lost on the fringes of our school system, disengaged and feeling like failures. A new model is needed.

However, since both students and teachers are people, with individual needs, abilities, and interests, and the community shapes both the school system and the students, perhaps a more organic organizational structure is needed. Just as a seedling requires various elements to thrive and grow, such as sunlight, water, nutrients, and care, education requires various stakeholders and resources to support the growth and development of students.

In this analogy, the teachers could be seen as the gardeners, nurturing and guiding the students as they learn and grow. The students have their own unique needs, interests, and potential for growth, just like seedlings that grow at different rates and require different types of soil and sunshine. The principal provides teachers and students with a vision and makes sure that resources get where they are needed, supporting the teachers as they tend to their classes. He/she creates positive conditions in schools, where learning can thrive. The superintendent creates this environment for the principal(s), as the liaison between the Board of Education and the school leader(s), keeping the flow of information and resources open, but closing the gate when necessary to protect the school and its people from distractions. (A distraction is anything that doesn’t promote the teacher-student relationship that makes kids want to be in school!) The members of the Board of Education are the overseers of the orchard, ensuring that the necessary resources are available and policies are in place to support the growth of the students. The community owns the orchard and supplies the seedlings, as well as the resources. The hope is to have the community positively and intricately involved in all aspects of the growth of the students, support of the school, and health and well-being of all. Lastly, the competencies and knowledge that students are expected to acquire are the branches of the trees, which support and nourish the fruit.  A shared set of competencies can be developed to support varied interests, outcomes, and future careers of students.

Overall, this analogy suggests that education should be seen as a dynamic and organic process, rather than a linear and mechanistic one. It also emphasizes the importance of collaboration and support from various stakeholders in helping students reach their full potential.

What do you think? What’s missing from the image? What resonates? Please share your thoughts!

Sources:

1. Robinson, Ken, 1950-2020 and Lou, Aronica. 2016. Creative Schools: The Grassroots Revolution That’s Transforming Education. New York, New York, Penguin Books.