8 Myths That Undermine Educational Effectiveness

What we think about education effectiveness is not always supported by research and data. Anecdotal conclusions many of us hear and see on Facebook chats are often not the reality in the classroom or on the campus.

Teachers are important but a student’s socioeconomic status is much more important and has a greater impact on that students ability to learn. Teachers cannot teach if students are not able to learn.

Homework is a habit teachers cannot seem to get away from, but there is no data that shows it has any real intrinsic value to students’ learning. If it is given for the sake of a check mark with the only purpose being compliance and not in support of classroom instruction, students lose interest and homework becomes tedious and dreaded.

Small class sizes should be obvious and funding to staff schools adequately to allow for smaller classes is an often a missed opportunity. Thirty-five 10 year olds in a classroom designed for 20 does not leave much room for movement, group tasks, or collaborative work. No teacher ever walked in to a small, crowded classroom and thought, “I could squeeze a few more in.” It is harder than ever for teachers to do their work with students.

Merit pay, zero-tolerance policies and a “magic bullet” don’t exist or don’t work in educational policy or practice. Everyone wants to find the best recipe for student success and learning. It is critical that educators know the fact from the myth so that they can help inform parents and other stakeholders. Many schools rely on advisory groups to help shape policy and funding decisions and individuals in these groups must also know what the myths are when they encounter them.

8 Myths That Undermine Educational Effectiveness.


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