There have been numerous education initiatives proposed, adopted, and later left on the side of the road during my teaching and administrative career. Initiatives involve ideas, programs and techniques that often are created, analyzed, and deemed viable options by the individuals farthest away from the students who will be impacted.
Teachers are sometimes selected to serve on steering committees which will make recommendations to administrators. However, administration has the option of accepting such suggestions or discarding them and making a completely independent decision. Unfortunately, many initiatives are chosen not on the basis of student success, but upon financial savings instead.
And many of the teaching strategies that follow are misguided, failing not only students but their teachers as well.
When I started first grade in 1965, I was already a good reader. Despite the fact that my parents had little money, they provided my siblings and me with books and plenty of one-on-one support in learning how to read those books on our own.
I entered school, and my love for reading was instantly extinguished. There was a heavy emphasis on phonics - in sounding out the letters of every word before we could read the stories in our readers. Phonics is an extremely important piece of the reading process, but I was already far ahead of my classmates, and I did not need the constant drill. Differentiation for all students had yet to become a buzz word, much less a highly-regarded practice in American schools....