Subject: Root cause of the 'teaching systems' problem

Posted by Pedro D. Almaguer Prado on 12/23/2010
In Reply To:Root cause of the 'teaching systems' problem Posted by Richard Turnock on 12/23/2010

Message:

Richard:

How true are your words, no doubt to generate policies that will improve the direction education should take, must be incorporated into the classical variables inside of schools, social and cultural component of the communities they serve.

When we speak of the social and cultural need to take into account the social system are outward manifestations of patterns of thought and culture, and deep human needs, emotions, strengths, weaknesses. Changing them is not as simple as saying "now all change," or of trusting that he who knows the good shall do the good.

So I suggested to open our minds and use the discoveries of neuroscience at our disposal to evaluate talent, emotional and social intelligence, multiple intelligences, teams roles, learning styles and purpose, mission, vision and personal values of each individual on the one hand and build on the discoveries of companies like Gallup for:

1 - Measuring Employee Engagement
2 - Assess the customer Engagement
3 - Assess Models HumanSigma to implement Six Sigma quality as applied to humans.

Of the points (1) and (2) know emotional involvement indicators and above all rise to the surface the reasons for non engagement, working to correct these deviations from the high human performance at work and especially to provide feedback to leaders our educational institutions which has beeneffective in the management of their schools. This will give us the opportunityto change the rates so high many school principal who exercises hisauthoritarian leadership and boat type, by a visionary leader as demandfrom here forward.

Also you can discover those directors with such natural ability of leadership coaches to help positively to the development of new teachers and training of the existing plant.

In addition to generating this kind of transcendent indicators, there are others that have to do with the impact and relationship of the working groups and inclusion issues for better management of cultural diversity on our campuses.

Well I think that with these changes in paradigms, and others based on creativity and innovation, may be added to the traditional models applied to education, these social and cultural components with hard numbers of softvariables, but there is a risk to continue taking decisions blindly or wanting to optimize economic visions pure mathematical, or Carrying Capacity, and leaving aside the social as well as point out your ecological impact and without doubt this will have and the only way we could talk about a sustainable change over term.