CLOSE
Original image

5 Alternative Teaching Methods

Original image

Traditional schools "“ with their lectures, homework, and report cards "“ aren't for everyone. Here are five alternative approaches to education.

1. Montessori

Dr. Maria Montessori, the first woman in Italy to earn her physician's degree, developed the educational model that bears her name while teaching a class of 50 poor students on the outskirts of Rome in 1907. Dr. Montessori, who previously worked with special needs students, rejected the notion that children were born as "blank slates." Rather, she believed that children were born with absorbent minds and were fully capable of self-directed learning. Montessori developed the framework for a prepared educational environment in which children, empowered with the freedom to choose how they would spend their time in school, would seek out opportunities to learn on their own. Her pioneering work formed the basis for the Montessori classroom, which endures primarily in preschool and elementary school settings today.


Montessori believed that children enjoyed and needed periods of long concentration and that the traditional education model, with its structured lessons and teacher-driven curriculum, inhibited a child's natural development. Montessori students are free to spend large blocks of the day however they choose, while the teacher, or director, observes. Dr. Montessori was a major proponent of tactile learning. Classic materials, such as the Pink Tower, Brown Stairs, and the Alphabet Box "“ a set of wooden letters that children are encouraged to hold and feel before learning to write "“ remain staples of Montessori classrooms.

Montessori classes typically span three-year age groups.

The lack of grades, tests, and other forms of formal assessment helps ensure that classes remain non-competitive. The first Montessori school in the United States was opened in Tarrytown, New York, in 1911. The New York Times described the school as follows: "Yet this is by no means a school for defective children or tubercular children or children who are anemic. The little pupils in the big sunny classroom at Tarrytown are normal, happy, healthy American children, little sons and daughters of well-to-do suburban residents." Today, the Montessori method is employed in roughly 5,000 schools in the U.S., including several hundred public schools. A 2006 study comparing outcomes of children at a public inner-city Montessori school with children who attended traditional schools provided evidence that Montessori education leads to children with better social and academic skills. Among the many celebrities who can attest to the value of a Montessori education are Google co-founders Sergey Brin and Lawrence Page.

2. Steiner/Waldorf

steiner.jpgIn addition to creating the field of anthroposophy, which is based on the belief that humans have the inherent wisdom to uncover the mysteries of the spiritual world, Austrian philosopher and scientist Rudolf Steiner developed an educational model that focused on the development of the "whole child" "“ body, soul, and spirit. Influenced by the likes of Goethe and Jean Piaget, Steiner believed there were three 7-year periods of child development, and his educational approach reflected what he thought should and should not be taught during each of these stages.


Steiner founded his first Waldorf school (the term Waldorf is now used interchangeably with Steiner to describe schools with curriculums based on Steiner's teachings) in 1919 in Stuttgart, Germany, for children of workers at the Waldorf-Astoria cigarette factory. The original curriculum spanned 12 years and aimed to prepare students "for living," with an emphasis on creative expression and social and spiritual values. Within 10 years, Steiner's school in Stuttgart was the largest private school in Germany. When the Nazis closed German schools during World War II, Waldorf teachers fled to other countries, contributing to the methodology's increased post-war popularity.

The curriculum that defines the Waldorf method has remained relatively unchanged in the last 90 years. Steiner believed the first 7 years of a child's life, a period marked by imitative and sensory-based learning, should be devoted to developing a child's noncognitive abilities. To that end, kindergartners in Waldorf schools are encouraged to play and interact with their environment instead of being taught academic content in a traditional setting. Steiner also believed that children should learn to write before they learned to read, and that no child should learn to read before the age of 7. From age 7-14, creativity and imagination are emphasized. During this stage, Waldorf school students may learn foreign languages, as well as eurythmy, an expressive dance developed by Steiner, and other performing arts. By age 14, students are ready for a more structured environment that stresses social responsibility.

Some critics of the Waldorf method argue that it borders on religion. According to the curriculum, students learn about Christian saints in second grade and Old Testament figures in third grade. Despite those concerns and the restricting demands of standardized testing, there are more than 800 schools that employ some variation of Steiner's teaching method throughout the world. Rudolf Steiner College, which was founded in 1974 in Fair Oaks, California, serves as the center for anthroposophical studies and the training ground for future generations of Waldorf teachers.

3. Harkness

harkness.jpgThe Harkness method isn't based on a specific curriculum or a particular ideology, but rather one important piece of furniture. Developed by oil magnate and philanthropist Edward Harkness, a large, oval table is the centerpiece of any classroom that employs the Harkness method of teaching. Students sit with their classmates and teacher around the table and discuss any and all subjects, from calculus to history, often in great detail. The Harkness method represents a significant departure from the traditional classroom setup of a teacher at a chalkboard lecturing to students seated in rows of desks. Individual opinions are formed, raised, rejected, and revised at the Harkness table, where the teacher's main responsibilities are to ensure that no one student dominates the discussion and to keep the students on point. No conversation is ever the same, which can help teachers avoid the burnout that might result from teaching the same lesson from year to year.

In 1930, Harkness gave a multi-million dollar donation to Phillips Exeter Academy, a private secondary school in New Hampshire, under the condition that the money be used to implement a new educational method that would involve all students in the learning process. Part of Harkness' endowment paid for the hiring of 26 new teachers, which enabled Exeter to shrink its average class size. This was imperative, as the Harkness method is most effective in classes of 15 students or less. "The classes are now small enough so that the shy or slow individual will not be submerged," Exeter principal Dr. Lewis Perry told the New York Times in the early years of the program. "The average boy, similarly, finds his needs cared for. In short, the Harkness harkness-table.jpgplan is best defined as an attitude. It is a new approach to the problem of getting at the individual boy." The method was effective from the start; Exeter reported a decrease in failing grades of 6 percent during the first three years of the Harkness approach.


The intimate setting of the Harkness table forces students to take responsibility for their own learning and encourages them to share their opinions. In addition to learning about topics being discussed, students also learn valuable public speaking skills and to be respectful of their fellow students' ideas. Studies have supported the method's effectiveness in increasing students' retention and recall of material. It takes time to delve into subjects using the Harkness method, which is one reason, in addition to class size limitations, that it hasn't become more popular in public schools.

4. Reggio Emilia

emilio.jpgReggio Emilia is an educational approach used primarily for teaching children aged 3 to 6. The method is named after the city in northern Italy where teacher Loris Malaguzzi founded a new approach to early childhood education after World War II. Malaguzzi's philosophy was based on the belief that children are competent, curious and confident individuals who can thrive in a self-guided learning environment where mutual respect between teacher and student is paramount. While the first Reggio Emilia preschool opened in 1945, the approach attracted a serious following in the United States in 1991 after Newsweek named the Diana preschool in Reggio Emilia among the best early childhood institutions in the world.

Reggio Emilia schools emphasize the importance of parents taking an active role in their child's early education. Classrooms are designed to look and feel like home and the curriculum is flexible, as there are no set lesson plans. Reggio Emilia stresses growth on the students' terms. Art supplies are an important component of any Reggio Emilia classroom and traditional schools have an atelierista, or art teacher, who works closely with the children on a variety of creative projects. Reggio Emilia teachers often keep extensive documentation of a child's development, including folders of artwork and notes about the stories behind each piece of art.

"It's about exploring the world together and supporting children's thinking rather than just giving them ready-made answers," said Louise Boyd Cadwell, who was an intern at two Reggio Emilia schools in Italy in the early '90s and then wrote a book about the teaching method. "Reggio Emilia is about full-blown human potential and how you support that in both intellectual and creative terms."

5. Sudbury

sudbury.jpgSudbury schools take their name from the Sudbury Valley School, which was founded in 1968 in Framingham, Massachusetts. Sudbury schools operate under the basic tenets of individuality and democracy and take both principles to extremes that are unrivaled in the education arena. In Sudbury schools, students have complete control over what and how they learn, as well as how they are evaluated, if at all. At the weekly School Meeting, students vote on everything from school rules and how to spend the budget to whether staff members should be rehired. Every student and staff member has a vote and all votes count equally.

The Sudbury philosophy is that students are capable of assuming a certain level of responsibility and of making sound decisions; in the event that they make poor decisions, learning comes in the form of dealing with the consequences. While many public and private schools are constantly looking for new ways to motivate students to learn, Sudbury schools don't bother. According to the Sudbury approach, students are inherently motivated to learn. One Sudbury educator uses the example of an infant who learns to walk despite the fact that lying in a crib is a viable "“ and easier "“ alternative as support of this belief.

Sudbury schools, which have some similarities with the "free schools" that gained popularity in the U.S. during the 1970s, do not divide students into different classes by age. Students regularly engage in collaborative learning, with the older students often mentoring the younger students. Annual tuition for the Sudbury Valley School, which welcomes students as young as 4 years old, is $6,450 for the first child in a family to attend the school.

Original image
Hulton Archive/Getty Images
arrow
Lists
11 Popular Quotes Commonly Misattributed to F. Scott Fitzgerald
Original image
Hulton Archive/Getty Images

F. Scott Fitzgerald wrote a lot of famous lines, from musings on failure in Tender is the Night to “so we beat on, boats against the current” from The Great Gatsby. Yet even with a seemingly never-ending well of words and beautiful quotations, many popular idioms and phrases are wrongly attributed to the famous Jazz Age author, who was born on this day in 1896. Here are 11 popular phrases that are often misattributed to Fitzgerald. (You may need to update your Pinterest boards.)

1. “WRITE DRUNK, EDIT SOBER.”

This quote is often attributed to either Fitzgerald or his contemporary, Ernest Hemingway, who died in 1961. There is no evidence in the collected works of either writer to support that attribution; the idea was first associated with Fitzgerald in a 1996 Associated Press story, and later in Stephen Fry’s memoir More Fool Me. In actuality, humorist Peter De Vries coined an early version of the phrase in a 1964 novel titled Reuben, Reuben.

2. “FOR WHAT IT’S WORTH: IT’S NEVER TOO LATE OR, IN MY CASE, TOO EARLY TO BE WHOEVER YOU WANT TO BE.”

It’s easy to see where the mistake could be made regarding this quote: Fitzgerald wrote the short story “The Curious Case of Benjamin Button” in 1922 for Collier's Magazine, and it was adapted into a movie of the same name, directed by David Fincher and starring Brad Pitt and Cate Blanchett, in 2008. Eric Roth wrote the screenplay, in which that quotation appears.

3. “OUR LIVES ARE DEFINED BY OPPORTUNITIES, EVEN THE ONES WE MISS.”

This is a similar case to the previous quotation; this quote is attributed to Benjamin Button’s character in the film adaptation. It’s found in the script, but not in the original short story.

4. “YOU’LL UNDERSTAND WHY STORMS ARE NAMED AFTER PEOPLE.”

There is no evidence that Fitzgerald penned this line in any of his known works. In this Pinterest pin, it is attributed to his novel The Beautiful and Damned. However, nothing like that appears in the book; additionally, according to the National Atmospheric and Oceanic Association, although there were a few storms named after saints, and an Australian meteorologist was giving storms names in the 19th century, the practice didn’t become widespread until after 1941. Fitzgerald died in 1940.

5. “A SENTIMENTAL PERSON THINKS THINGS WILL LAST. A ROMANTIC PERSON HAS A DESPERATE CONFIDENCE THAT THEY WON’T.”

This exact quote does not appear in Fitzgerald’s work—though a version of it does, in his 1920 novel This Side of Paradise:

“No, I’m romantic—a sentimental person thinks things will last—a romantic person hopes against hope that they won’t. Sentiment is emotional.” The incorrect version is widely circulated and requoted.

6. “IT’S A FUNNY THING ABOUT COMING HOME. NOTHING CHANGES. EVERYTHING LOOKS THE SAME, FEELS THE SAME, EVEN SMELLS THE SAME. YOU REALIZE WHAT’S CHANGED IS YOU.”

This quote also appears in the 2008 The Curious Case of Benjamin Button script, but not in the original short story.

7. “GREAT BOOKS WRITE THEMSELVES; ONLY BAD BOOKS HAVE TO BE WRITTEN.”

There is no evidence of this quote in any of Fitzgerald’s writings; it mostly seems to circulate on websites like qotd.org, quotefancy.com and azquotes.com with no clarification as to where it originated.

8. “SHE WAS BEAUTIFUL, BUT NOT LIKE THOSE GIRLS IN THE MAGAZINES. SHE WAS BEAUTIFUL FOR THE WAY SHE THOUGHT. SHE WAS BEAUTIFUL FOR THE SPARKLE IN HER EYES WHEN SHE TALKED ABOUT SOMETHING SHE LOVED. SHE WAS BEAUTIFUL FOR HER ABILITY TO MAKE OTHER PEOPLE SMILE, EVEN IF SHE WAS SAD. NO, SHE WASN’T BEAUTIFUL FOR SOMETHING AS TEMPORARY AS HER LOOKS. SHE WAS BEAUTIFUL, DEEP DOWN TO HER SOUL.”

This quote may have originated in a memoir/advice book published in 2011 by Natalie Newman titled Butterflies and Bullshit, where it appears in its entirety. It was attributed to Fitzgerald in a January 2015 Thought Catalog article, and was quoted as written by an unknown source in Hello, Beauty Full: Seeing Yourself as God Sees You by Elisa Morgan, published in September 2015. However, there’s no evidence that Fitzgerald said or wrote anything like it.

9. “AND IN THE END, WE WERE ALL JUST HUMANS, DRUNK ON THE IDEA THAT LOVE, ONLY LOVE, COULD HEAL OUR BROKENNESS.”

Christopher Poindexter, the successful Instagram poet, wrote this as part of a cycle of poems called “the blooming of madness” in 2013. After a Twitter account called @SirJayGatsby tweeted the phrase with no attribution, it went viral as being attributed to Fitzgerald. Poindexter has addressed its origin on several occasions.

10. “YOU NEED CHAOS IN YOUR SOUL TO GIVE BIRTH TO A DANCING STAR.”

This poetic phrase is actually derived from the work of philosopher Friedrich Nietzsche, who died in 1900, just four years after Fitzgerald was born in 1896. In his book Thus Spake ZarathustraNietzsche wrote the phrase, “One must have chaos within to enable one to give birth to a dancing star.” Over time, it’s been truncated and modernized into the currently popular version, which was included in the 2009 book You Majored in What?: Designing Your Path from College to Career by Katharine Brooks.

11. “FOR THE GIRLS WITH MESSY HAIR AND THIRSTY HEARTS.”

This quote is the dedication in Jodi Lynn Anderson’s book Tiger Lily, a reimagining of the classic story of Peter Pan. While it is often attributed to Anderson, many Tumblr pages and online posts cite Fitzgerald as its author.

Original image
davi_deste via eBay
arrow
Pop Culture
Fumbled: The Story of the United States Football League
Original image
davi_deste via eBay

There were supposed to be 44 players marching to the field when the visiting Los Angeles Express played their final regular season game against the Orlando Renegades in June 1985.

Thirty-six of them showed up. The team couldn’t afford more.

“We didn’t even have money for tape,” Express quarterback Steve Young said in 1986. “Or ice.” The squad was so poor that Young played fullback during the game. They only had one, and he was injured.

Other teams had ridden school buses to practice, driven three hours for “home games,” or shared dressing room space with the local rodeo. In August 1986, the cash-strapped United States Football League called off the coming season. The league itself would soon vaporize entirely after gambling its future on an antitrust lawsuit against the National Football League. The USFL argued the NFL was monopolizing television time; the NFL countered that the USFL—once seen as a promising upstart—was being victimized by its own reckless expansion and the wild spending of team owners like Donald Trump.

They were both right.

Getty Images

Spring football. That was David Dixon’s pitch. The New Orleans businessman and football advocate—he helped get the Saints in his state—was a fan of college ball and noticed that spring scrimmages at Tulane University led to a little more excitement in the air. With a fiscally responsible salary cap in place and a 12-team roster, he figured his idea could be profitable. Market research agreed: a hired broadcast research firm asserted 76 percent of fans would watch what Dixon had planned.

He had no intention of grappling with the NFL for viewers. That league’s season aired from September through January, leaving a football drought March through July. And in 1982, a players’ strike led to a shortened NFL season, making the idea of an alternative even more appealing to networks. Along with investors for each team region, Dixon got ABC and the recently-formed ESPN signed to broadcast deals worth a combined $35 million over two years.

When the Chicago Blitz faced the Washington Federals on the USFL’s opening day March 6, 1983, over 39,000 fans braved rain at RFK Stadium in Washington to see it. The Federals lost 28-7, foreshadowing their overall performance as one of the league’s worst. Owner Berl Bernhard would later complain the team played like “untrained gerbils.”

Anything more coordinated might have been too expensive. The USFL had instituted a strict $1.8 million salary cap that first year to avoid franchise overspending, but there were allowances made so each team could grab one or two standout rookies. In 1983, the big acquisition was Heisman Trophy winner Herschel Walker, who opted out of his senior year at Georgia to turn pro. Walker signed with the New Jersey Generals in a three-year, $5 million deal.

Jim Kelly and Steve Young followed. Stan White left the Detroit Lions. Marcus Dupree left college. The rosters were built up from scratch using NFL cast-offs or prospects from nearby colleges, where teams had rights to “territorial” drafts.

To draw a line in the sand, the USFL had advertising play up the differences between the NFL’s product and their own. Their slogan, “When Football Was Fun,” was a swipe at the NFL’s increasingly draconian rules regarding players having any personality. They also advised teams to run a series of marketable halftime attractions. The Denver Gold once offered a money-back guarantee for attendees who weren’t satisfied. During one Houston Gamblers game, boxer George Foreman officiated a wedding. Cars were given away at Tampa Bay Bandits games. The NFL, the upstart argued, stood for the No Fun League.

For a while, it appeared to be working. The Panthers, which had invaded the city occupied by the Detroit Lions, averaged 60,000 fans per game, higher than their NFL counterparts. ABC was pleased with steady ratings. The league was still conservative in their spending.

That would change—many would argue for the worse—with the arrival of Donald Trump.

Despite Walker’s abilities on the field, his New Jersey Generals ended the inaugural 1983 season at 6-12, one of the worst records in the league. The excitement having worn off, owner J. Walter Duncan decided to sell the team to real estate investor Trump for a reported $5-9 million.

A fixture of New York media who was putting the finishing touches on Trump Tower, Trump introduced two extremes to the USFL. His presence gave the league far more press attention than it had ever received, but his bombastic approach to business guaranteed he wouldn’t be satisfied with an informal salary cap. Trump spent and spent some more, recruiting players to improve the Generals. Another Heisman winner, quarterback Doug Flutie, was signed to a five-year, $7 million contract, the largest in pro football at the time. Trump even pursued Lawrence Taylor, then a player for the New York Giants, who signed a contract saying that, after his Giants contract expired, he’d join Trump’s team. The Giants wound up buying out the Taylor/Trump contract for $750,000 and quadrupled Taylor’s salary, and Trump wound up with pages of publicity.

Trump’s approach was effective: the Generals improved to 14-4 in their sophomore season. But it also had a domino effect. In order to compete with the elevated bar of talent, other team owners began spending more, too. In a race to defray costs, the USFL approved six expansion teams that paid a buy-in of $6 million each to the league.

It did little to patch the seams. Teams were so cash-strapped that simple amenities became luxuries. The Michigan Panthers dined on burnt spaghetti and took yellow school buses to training camp; players would race to cash checks knowing the last in line stood a chance of having one bounce. When losses became too great, teams began to merge with one another: The Washington Federals became the Orlando Renegades. By the 1985 season, the USFL was down to 14 teams. And because the ABC contract required the league to have teams in certain top TV markets, ABC started withholding checks.

Trump was unmoved. Since taking over the Generals, he had been petitioning behind the scenes for the other owners to pursue a shift to a fall season, where they would compete with the NFL head on. A few owners countered that fans had already voiced their preference for a spring schedule. Some thought it would be tantamount to league suicide.

Trump continued to push. By the end of the 1984 season, he had swayed opinion enough for the USFL to plan on one final spring block in 1985 before making the move to fall in 1986.

In order to make that transition, they would have to win a massive lawsuit against the NFL.

In the mid-1980s, three major networks meant that three major broadcast contracts would be up for grabs—and the NFL owned all three. To Trump and the USFL, this constituted a monopoly. They filed suit in October 1984. By the time it went to trial in May 1986, the league had shrunk from 18 teams to 14, hadn’t hosted a game since July 1985, kept only threadbare rosters, and was losing what existing television deals it had by migrating to smaller markets (a major part of the NFL’s case was that the real reason for the lawsuit, and the moves to smaller markets, was to make the league an attractive takeover prospect for the NFL). The ruling—which could have forced the NFL to drop one of the three network deals—would effectively become the deciding factor of whether the USFL would continue operations.

They came close. A New York jury deliberated for 31 hours over five days. After the verdict, jurors told press that half believed the NFL was guilty of being a monopoly and were prepared to offer the USFL up to $300 million in damages; the other half thought the USFL had been crippled by its own irresponsible expansion efforts. Neither side would budge.

To avoid a hung jury, it was decided they would find in favor of the USFL but only award damages in the amount of $1. One juror told the Los Angeles Times that she thought it would be an indication for the judge to calculate proper damages.

He didn’t. The USFL was awarded treble damages for $3 in total, an amount that grew slightly with interest after time for appeal. The NFL sent them a payment of $3.76. (Less famously, the NFL was also ordered to pay $5.5 million in legal fees.)

Rudy Shiffer, vice-president of the Memphis Showboats, summed up the USFL's fate shortly after the ruling was handed down. “We’re dead,” he said.

SECTIONS

arrow
LIVE SMARTER
More from mental floss studios