We were very different from the students we teach, it is a matter of fact, but pray, when I say different I don’t mean better, just different. Making an effort to understand that assumption is, my opinion, essential, if we do aim at being of any help to the generations we are supposed to form. This epiphany came across my mind after the sixth school board meeting few weeks ago and after hearing for the sixth time in a row the same things: teachers complaining that their students are not able to develop any learning strategy different from memorizing useless notions which are usually soon forgotten and students complaining on the amount of homework and above all on the fact that they don’t understand what we actually want, that we should feel satisfied and praise them for the (pointless) effort they produce. At the end of these meeting each party goes home fully convinced to be on the right side of the question and the next day everything starts afresh.

Since I would like to try and work on bridging this gap between we teachers and our students, I will focus on what I consider the two most striking generational differences on which to ponder and a humble suggestion in the end. So, difference number one is: parents’ behaviour. Really, I do not understand. Whenever I have to attend P/T conferences, there is one common issue: since teachers give too much homework, parents feel somehow compelled to help their children do their homework  – if we are lucky – or they do it in their place. I’m wondering, this must be the reason why I didn’t have children, as, if after a day at work, you have to cook or look after the house and family and besides, there are your children’s homework waiting for you, well, it is hell. The parents of my generation never thought about doing our homework, for many reasons, but first of all because it was our duty and responsibility, however, they did check whether we had done what had been assigned, I can assure you and I have vivid memories about it and….bruises.

The second difference, of course, concerns the media. Being digital natives means not only that you have grown up online spending a lot of time on various social media, but also that you have developed the attitude of getting to information very fast and superficially at the same time. Messages must be simple, short, catchy  and whatever requires thought, pondered analysis is pushed aside as “démodé”. If this is the scenario, is there a solution?

Yes, there is. Learning proficiently is like making your own fix net of information and the new generations should actually have the effective digital native attitude, rather than the old Sisyphus one. Sisyphus was the king of Corinth who was punished in Hades by having repeatedly to roll a huge stone up a hill only to have it roll down again as soon as he had brought it to the summit, and this is exactly the 3 step learning strategy of most of my students have developed: study/memorize,forget,start afresh. That is why they always assume it is too much homework, because they keep on studying the same things they had forgotten, which, however, keep on surfacing even when they deal with apparently different topics.

The correct approach when you study is: copy, edit, paste. An example: if it took an entire hour to study 3 pages about the Magna Carta, I said study, not memorize, when you deal with the Petition of Rights, you’ll have just to copy the concept, edit it with the new protagonists and paste it. It will take 45 minutes this time. Furthemore, if your history teacher wishes to assign you homework on the English civil war, you already know the basic events and you’ll have just to do a little editing, hence 15/30 minutes will be enough to accomplish your task. If you studied the characteristics of English Romanticism and studied some poems, it should be quite natural to find the same issues when you study the Italian poet Leopardi, for example. In this way boredom and a great waste of time would be avoided. Homework is not your enemy, as all the time you spend on training in one of the sports you practice is not your enemy if you have goals. Working pointlessly and with no passion, that is your enemy.




On School Books


With this post, the trilogy about teachers’ frustration, or at least my frustration, for what concerns parents’ expectation from the school system comes to an end. Hence, having analyzed old and new attitudes towards the “pointless” habit of assigning homework, I would like to add few words on school books and how they have changed in time according to the new methodological requests.

As soon as you open a school book of your children, I guess you may promptly spot what’s new: pictures. Nowadays school books are mostly made of pictures rather than words. Even books of subjects which are less likely to require pictures, as for example, philosophy, are assembled with colorful paintings, drawings, fun activities and such. Books must be engaging and attractive, and to be attractive pictures work better than words, of course. I do understand this, because in my school days books were dull. When my philosophy teacher, for example, assigned us 12/15 pages to study, my first thought was: are there any pictures? We were really lucky if there was at least one, as once, books were made of words. If I had to study the Socratic method, for instance, I would have read pages and pages about the way Socrates succeeded in eliciting knowledge in the mind of a person by interrogation and insistence on close logical reasoning, plus extra essays on his famous disciples like Plato, plus notes at the bottom of every page without a trace of a picture. All grey.

Nowadays, it would impossible to propose such a book and I would not do it myself either. All these words would cause a shock to the Instagram , Facebook, “Why bothering about writing, there are emoticons” generation. The same topic, very likely , would be better and easily explained on modern books just using three drawings, yes, three would be enough. The first one would show Socrates while speaking to his disciples who look at him in silence😕, then in the second one he starts to asks questions and questions thus catching his disciples’ attention 😮and the final one the enlightened devotees eventually start to speak while Socrates displays his satisfaction 😄. His method had worked 👍.

Teaching has become mostly visual nowadays, which is fun for us teachers too. However, I have noticed that too often when our students are asked to read, because it happens sometimes, and analyze a text, they don’t understand the meaning of many words. For example, one day in a class with students of about 19 years old, we were talking about the “welfare state”. I gave for granted that they knew the meaning of the word, as even if we have borrowed it from the English language, it is commonly used on newspapers and political debates every day. However; nobody, and I say nobody, knew exactly the meaning of the word “welfare”and things did not improve significantly, when I translated it into the correspondent Italian “stato sociale”. A thick fog surrounded them. They were 19 and potential voters.We are so focused in transmitting knowledge with the help of images that we do not realize that words are starting to become meaningless for many of them and us too .

Hence, I cannot help but wonder, when every now and then we are asked to give our opinion on such “irrelevant” matters like Brexit in the U.K. or to vote the reform of the Italian Constitution, as it will happen here in Italy on the 4th of December, we should assume that all these people are informed as they can read and fully understand what they read, otherwise, upon what ground will they choose? I guess that the 40 something millions of citizens who are demanded to decide to vote YES or NO for the reform of the constitution, should, as prerequisite, at least be acquainted with the 139 articles which form the constitution plus the various sub-paragraphs and then analyze carefully the amendments to form an opinion. All this without the help of explanatory pictures? I have my doubts.