“We’re committed to the rules and regulation”, said my son’s teacher to me, as she’s trying to explain why the school wouldn’t let a 7th grader attempt a specific test one more time.
“No”, I said, “You are committed to your students’ success”.
This, apparently was not clear. “There are guidelines we must follow”, she tried again.
“The only guideline is your students’ success”, I repeated. “If a kid gets 95 and 88 and 87 in some tests, and then 35 in one other test, you should let him retake that test until he is content with his achievement. You can’t just leave him with the 35 because some city clerk wrote a rule saying ‘be tough on the kids and don’t let them repeat the tests’..”.
At that point I was advised to perform a 3,000 shekels total evaluation of his learning difficulties. Yea, one of “the rules” is to abide by recommendations produced by such a diagnosis.
Don’t get me even started on what happens to those students who cannot afford such an expensive diagnosis. Just a quick reminder: Almost all students in Israel go to public schools and the law states students’ right to get free education for all. We already know it’s not free – with hundreds of shekels spent on books and booklets. But a law that requires parents to spend huge amounts on a private psycho-educational evaluation is just crazy, not to mention unfair.
People in Israel talk a lot about gaps breaking the society. It’s a small country. We’re only 7.7 million people. There are less than 900,000 students in grades 1-6, and about 600,000 in grades 7-12. That’s all. You’ll be correct to ask yourself how big a gap can occur within such a small country.
And I’m just left with the echo of my conversation. How can teachers feel more committed to the system’s rules then their students’ success?