The Educational Beliefs of Dr. Michael Mitchell All children have a right to a high-quality education. It is the educator’s responsibility to provide that high quality education. A quality education is founded on and sustained by unwavering emphasis on reading. The principal is the primary instructional leader of the school building. All children can learn though not at the same time or in the same way. All children should be given the time they need to learn. Television is an addictive, electronic drug that numbs the minds of our children. School transitions for children are crucial and must be designed to be more gentle. Abrupt school transitions adversely affect achievement and self-esteem. Student self-concept affects all academic production and participation in activities. The bell curve is not relevant in any educational setting. Effective instruction will not occur without meticulous planning. Teachers must be instructionally persistent to the point of bullheadedness. All children are worthy and all have dignity. If learning has not occurred teaching has not occurred. The temporary leveling of students according to set criteria is appropriate. Schools should be fun. No one should dread coming to school. Educators must make eye-contact with children to teach or to simply communicate. Teachers should be expected to collaborate constantly. Teachers should communicate with each other continuously. Teachers should communicate with the principal frequently. Teachers should communicate with parents regularly. Communication in schools should proceed freely in all directions. Information in educational settings is critical and should never be hidden. Effective instruction requires alignment of the curriculum in all directions. All children should be enabled to analyze and solve problems. Children should be able to perform in some way (music, speaking, athletics) in public. Students prefer strong, easily identifiable and consistent structure. Discipline should be inflexible and tough but not hostile or abrasive. Discipline should teach through objectives and not harm through simple consequences. Responding to small offenses will tend to preclude grave offenses. One out of ten children will not allow themselves to be saved. We must wait for them. Learning is an intrinsic, creative process. If learning is not intrinsically created, it will not be retained. Students learn well in groups. Competition has a clear but modest function in schools. Fine arts are critical to the development of thinking. All children have a right to a technology education. The work of children should be posted in public. Corporal punishment works only on those children who never receive it. Teacher supervision is a long-term process, not an evaluative event. Ninety percent of the class period spent on-task is minimal. Children should be allowed to express themselves within school limitations. Children like to learn. Children have different learning styles. All are appropriate. We must use them. Multiple intelligences are a distinct reality. We must teach to them. Children who are cognitively swift (gifted or acc.), must be challenged continually. All children need guidance services eventually. Effective leadership requires the impassioned communication of vision. Without a safe, orderly environment, instruction is not possible. Drill is a viable and honorable teaching method. Children should always be treated and respected as if they were mature individuals. All children should be pushed to perform at the highest levels of quality. School professionals must expect children to be successful. Success breeds success. Children will find success addictive. Success requires real, honest and wholehearted effort. Children know and appreciate competence. Children need to make decisions. Thinking can be taught and should be taught. Children will perform up or down to our expectations. Parents belong in schools, helping in any meaningful way. Classroom instruction is only one method of organizing instruction. Children’s reverence and respect for the instructional process is a duty. Team teaching benefits teachers and kids. Norm-referenced tests provide no real information about learning. Norm-referenced tests provide real information about curricular vigor and expectations. Criterion-referenced tests provide real information about learning. Mere measurement should not drive curriculum. The pursuit of continuous improvement in all areas must drive the curriculum. Spelling is also important! Parents must read with and to their children. The knowledge of geography is crucial. Children can be taught conscientiousness so as to not make foolish mistakes. Sunlight is an extremely important determinant of classroom and school environment. Understanding of Western literature and folklore should be required before graduation. Children tend to find school grafitti to be distastful and stupid. We should teach and reinforce honor, honesty, perseverence, love of learning, courtesy, kindness, cooperation, individualism, organization, conflict resolution and the importance of trust (with many others).
