William Glasser presents many intriguing ideas toward education in his article
"The Quality School Curriculum". Dr.Glasser proposes that to produce better
educated students, schools must utilize a "Quality" curriculum which makes
students active participants in the learning process.
Dr.Glasser begins by arguing the various "problems" existing in today's
curriculum. He argues that schools do not need more coercion from upper-level
management but focus on the subpar curriculum. The current curriculums being
applied to today's educators are inadequate and encourage more memorization than
application. Grades, Glasser argues, dissipates coercion by students working
less and rebellion. The negative responses received from students are often
misinterpreted by teachers as a fault toward their teaching.
Students under a "Non-Quality" curriculum are expected to learn many
inapplicable, temporary, information in hopes of having high marks on
standardized testing. Dr.Glasser refers to this information as "throwaway"
information. This "throwaway" information can include excessive dates, formulas,
and minute biological information. The results of a student being asked this
useless information results commonly in cheating and apathy. A student who is
expected to memorize information that lacks value will often turn the cheating
in order to avoid time spent memorizing unnecessary facts. Dr.Glasser suggests a
different approach in testing by suggesting open note tests and write-in answers.
The demonstration and application of the information to be learned should be
explained in-depth. A student should be encouraged the challenge the curriculum
at any time to ask how the information provided might be useful. This question
may extend beyond a lecture and class discussion and may be used in homework
assignments so the student may understand a real application of learning in
everyday life. Teachers may demonstrate how mathematics is useful by explaining
why multiplication and division are used for everyday use. Dr.Glasser suggest in
his example of multiplication; students to learn the basics of multiplying and
disregard the repetitive task of multiplication of higher numbers. Suggesting
that grammar skills should be enforced at an early age, Dr.Glasser argues
"...anyone who can write well can read well, but many people who read well can
hardly write well"(693). Technology impacts the "Quality" curriculum through
various ways. Students should be entitled to use technology in the...