Having my interest in the concept of the intentional non-learner renewed, I spent some time reviewing notes that I had taken from a presentation made by Larry Lazotte at the Model Schools Conference in June of 2006. In that presentation, he had stated that learning is an act of choice. I wish I knew more as to his thoughts about learning as an act of choice. Not having more on the topic, I decided to attempt some understanding.
Without a doubt, some of our students choose not to learn, or not to learn what it is that we want them to learn. This is to suggest that there are students who are at varying levels of compliance. Some will do whatever we ask of them and others won't. The question becomes, "why won't they do what we ask?" Why do students choose not to learn?
I think there are at least two answers to this question. First, the learning often involves effort and there are many of us--I am included--who would prefer to avoid effort, if possible. (I believe that I have resigned myself to the understanding that the harder I work, the better off my life is. Therefore, I do what I have to do.) So, the learning looks like work...some students decide they really would rather not do the work.
Other students have tried to do the work and failed. Failure is a hurtful thing. They eventually come to the conclusion that when they try, they fail. Therefore, if they do not try, they do not fail and they can feel better about themselves.
Yes, learning is an act of choice...but there must be more to this topic.
Friday, December 17, 2010
Wednesday, December 15, 2010
Intentional Non-Learners Revisited
It has been a long time since I revisited this topic and a long time since I have posted an entry on my blog. There is so much to do every day that I've taken to placing more value on my down time. Probably a bad habit that I'm forming.
Anyway, I was researching Intentional Non-Learners and it led me back to my own blog...an entry from February, 2009. There I found a comment from a parent. His son's principal had told him that his son was a non-learner. I'm sure this made the father angry, although his comment on my blog does not come across as anger but certainly frustration and perhaps misunderstanding.
Let's be direct. If the principal actually said that the son was a non-learner, then the principal does not understand learning. The father talks about how his son asks so many questions that Dad has to ask the son to be quiet. This is indicative of an enthusiastic curiosity, which is the motivation to learn. If a kid is asking questions, he's a learner. Curiously, our schools often work to stop kids from asking questions. We kill the natural curiosity that students have, then we bemoan the fact that they don't want to learn what we want them to learn. Why do we do this? Because letting kids ask questions and make discoveries is messy business and we like everything neat and pretty and quiet and orderly. We don't really like kids that much. We would prefer that they all act like adults.
I'd prefer if adults would act more like kids from time to time.
Anyway...the term "intentional non-learner" does not mean that kids cannot learn. It means that some students choose not to learn what we want them to learn. They have decided that the system does not meet their needs, that they cannot function successfully in the system, that we don't really care about them, and that trying results in failure; therefore, why try? This is not a condemnation of the students. This is a statement against teaching practices in our schools. We not only allow students to become intentional non-learners, but we create the intentional non-learners.
This is why reform is so very important, and it begins with believing that every child can learn. From there, we begin to identify the students who are reluctant learners. We talk to the guidance counselor. We talk to the parents. Most importantly, we talk to the child. And we try to find out why the kid has decided not to do the work. Then we modify our lessons and differentiate the instruction in an attempt to engage the learner.
The desire to learn is something that we all share as human beings. It is one of the universal characteristics of the human experience that transcends all barriers and makes us able to relate to each other, to love one another. It is the responsibility of the school to nurture each student's desire to learn, not to kill it.
The Intentional Non-Learner label is not intended to dismiss students. It is intended to raise the awareness of educators so that we might better meet the needs of our students.
Anyway, I was researching Intentional Non-Learners and it led me back to my own blog...an entry from February, 2009. There I found a comment from a parent. His son's principal had told him that his son was a non-learner. I'm sure this made the father angry, although his comment on my blog does not come across as anger but certainly frustration and perhaps misunderstanding.
Let's be direct. If the principal actually said that the son was a non-learner, then the principal does not understand learning. The father talks about how his son asks so many questions that Dad has to ask the son to be quiet. This is indicative of an enthusiastic curiosity, which is the motivation to learn. If a kid is asking questions, he's a learner. Curiously, our schools often work to stop kids from asking questions. We kill the natural curiosity that students have, then we bemoan the fact that they don't want to learn what we want them to learn. Why do we do this? Because letting kids ask questions and make discoveries is messy business and we like everything neat and pretty and quiet and orderly. We don't really like kids that much. We would prefer that they all act like adults.
I'd prefer if adults would act more like kids from time to time.
Anyway...the term "intentional non-learner" does not mean that kids cannot learn. It means that some students choose not to learn what we want them to learn. They have decided that the system does not meet their needs, that they cannot function successfully in the system, that we don't really care about them, and that trying results in failure; therefore, why try? This is not a condemnation of the students. This is a statement against teaching practices in our schools. We not only allow students to become intentional non-learners, but we create the intentional non-learners.
This is why reform is so very important, and it begins with believing that every child can learn. From there, we begin to identify the students who are reluctant learners. We talk to the guidance counselor. We talk to the parents. Most importantly, we talk to the child. And we try to find out why the kid has decided not to do the work. Then we modify our lessons and differentiate the instruction in an attempt to engage the learner.
The desire to learn is something that we all share as human beings. It is one of the universal characteristics of the human experience that transcends all barriers and makes us able to relate to each other, to love one another. It is the responsibility of the school to nurture each student's desire to learn, not to kill it.
The Intentional Non-Learner label is not intended to dismiss students. It is intended to raise the awareness of educators so that we might better meet the needs of our students.
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