Something to Consider
Many of us started teaching in the 60s (some even in the 50s) Remember, we thought we had problems. In the 70s, court cases made attendance in school more optional in order to pass the class. Take a test and get the credit. On one hand, learning is not the same as seat time. A colleague of mine, Jamie Crannell, used to say instead of making credits time certain, why don’t we make school learning certain? He was ahead of his time.
Many students used the court rulings to skip classes, ask for all the work at the end, and get the credit. Technology has made this even more possible. The problem is that not coming to school created a habit of not being connected. Yes, educators have responsibility for engaging students, making learning relevant and creating a goal of learning transferable to real work.
As the existing system of the 60s became less relevant to a changing world, more and more kids were leaving formal education. Many options were initiated, mainly in the 80s, which helped students and parents seek alternatives. Educators caught between the Carnegie unit and relevancy were slow to change. At the same time, the 1983 Nation at Risk Report in America, gave rise to the blame game and the unintended use of test scores as the rating systems for kids and schools. See The Manufactured Crisis by Berliner and Biddle for more information. Enough of history. In the early 90s, I met Michael Grinder who was training in classroom management and learning styles. One of the helpful analogies he presented was the Dog and Cat model. Let me explain.
Most of us in the earlier years were taught to teach dogs. This is not to say the students are animals but some of the characteristics apply. We are using a metaphor. Besides four legs and furry, what are the characteristics of dogs? Usual answers are obedient, glad to see you, can’t get enough attention, and want to please. Dog-like students tend to want direct connections with you, see emotions they can read and want approval. They are interested in pleasing you, the teacher. They growl when they are scared or feel threatened. If they don’t growl and don’t feel wanted, they may just go away.
When I ask, “What are the attributes of cats?” the usual answers are, “Aloof, curious, self-directed and can survive alone for long periods of time on their own.” (Yes, they need food, water and their box cleaned, too.) Cat students will be the first to leave traditional education when they see no point or lack of relevance to their life.
Many won’t give you a lot of time. If they can’t connect the meaning to the content, they find something else to occupy their time. If you can hook their curiosity, they are intrigued. They tend not to respond to orders. Creating options is a better plan! 
This is not just a school issue. Parents have got their hands full as well. Keep in mind that most of our staff and parents are operating on a 10-20 year lag. What we
remember as experience in school, might
not be the reality of what students today are experiencing. Many students today are looking for something new or different. Many are unwilling to sit there and take it. Engage them or lose them. Have a positive relationship with students or they will find a place where they feel understood and/or valued. In the premise that Michael presented, and that I agree with, we were taught to teach dogs in college, and the cat population has been increasing at an exponential rate for a long time.
Unfortunately, most schools are still trying to teach dogs. Some of this is driven by the testing culture and the limited view of management and leadership. What Ted Dintersmith, Tony Wagner and the many schools they connected with have done is to effectively teach cats (and dogs) by appealing to their strengths. As I read, ‘What School Could Be,’ by Dintersmith, every school had a student voice and choice and part of the attraction. Remember, if they are not connected with our school or learning site, WE HAVE WILL NOT HAVE INFLUENCE.
I want ethical educators to have an influence on our young people. As a retired senior leader, it was always difficult for parents to see a brick wall (boundaries and consequences) that wasn’t working. Parents who were Jell-o (too few boundaries and no consequences) wasn’t working either. Yes, I have been both as a parent, too. That is why I taught a parent class on the Goldilocks Theory of Parenting.
I am suggesting we start teaching to attract and embrace the Cats. Dogs will follow. Make learning relevant. We can do this! As I have quoted in the past, Angeles Arrien – “If your job is waking up the dead GET UP! TODAY IS A WORKDAY.” Michael Grinder shared with us years ago the following story. I must admit I do not know who Lara Adair is, but I really like the message.