Nobody Wears The Outfits From Fashion Shows Whats The Point Options in Educational Decision Making

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Options in Educational Decision Making

Everyone has to make decisions throughout their lives, so we think we know how. We do it every day: what to wear to school/work/social events; what to do in your free time or spare time; when to spend or save money; which purchases are necessary or unwise. We make decisions about objects (cars, clothes, books, internet sites, etc.), situations (how to behave in different social settings) and abstractions or intangibles (the care, love or concern of others and their understanding or feelings in on us).

The problem with decision making is that no one explicitly teaches us how to make “good” or appropriate decisions. This is because decision making usually involves identifying options or options for a series of actions that lead to a specific goal. Most decisions are routine: when, where and how to buy food, car repairs, clothing maintenance, etc.

When stressed, we have trouble making decisions. Researchers have found that people understand less about the choices or options available and that we tend to use traditional or conventional choices to make our decisions. Unfortunately, this means that when the decision maker(s) are in crisis or under stress, new solutions to problems are not conceived, accepted or understood.

Education reform approaches are perfect examples of seeing limited options for decisions. No Child Left Behind (NCLB) and its successor guidelines have a very narrow focus: All children must learn the same content at the same rate using “science studies” materials. The authority of observations that teachers have is lost. Experimental approaches or innovative materials or methods are gone. Information based on centuries of knowledge about children’s development and readiness skills. What worked before is gone. Now teachers must use what some university’s (or publisher’s) research has proven to be effective.

Educators must pass teacher preparation programs. Including a bachelor’s degree and professional education, which is at least 4-5 years of college. Additionally, most states require that teachers obtain a master’s degree within a certain time frame (1-2 years to complete). This means that educators know a lot, but are not allowed to use what they have learned in their classrooms unless it is packaged in “scientific research” materials.

The bottom line is that the knowledge and wisdom of teachers is overlooked; yet they are responsible and accountable for decisions made by others, usually non-educators. Decision makers rely on traditional approaches, not innovation or creative options. By narrowing their view of the problems, they eliminate options that could work much better, more easily, and for less money than what they currently impose.

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