Chapter 1: Transforming Schools: An Introduction

A conversation with a high school junior in a top-performing, suburban school:

What could be read as Absurdist Theater is sometimes a reality in America’s schools. Students are not always sure why they are learning what they are studying. Sometimes they don’t see the point of their lessons and follow routines apparently committed to the belief that somehow memorization will pay off in the end or that one must simply pay one’s dues before moving on to something of greater enjoyment and significance. McNeil (1988) observed this particular situation several decades ago in her study of schools and coined the term “defensive teaching” as a means of explaining it. Her view was that all too often teachers and students meet in a path of least resistance. Teachers assign students clearly defined chores to fulfill (for example, memorizing a math formula), and the reward for the teacher is students who do not contradict, challenge, or cause trouble in the classroom. The reward for the student is less taxing work and clear expectations of what it takes to do well: “If I memorize the formula, I will pass the test, and I will do well and be successful.”