A Dozen Questions for Progressive Schools

Spring 2008

By Alfie Kohn

Because of what I’ve described as the undertow that progressive educators inevitably experience, it’s possible for them to wake up one morning with the unsettling realization that their school has succumbed to a creeping traditionalism and drifted from the vision of its founders. Here are some pointed questions to spur collective reflection and, perhaps, corrective action.
  1. Is the school committed to being educationally progressive, or is it content with an atmosphere that's progressive only in the political or cultural sense of the word?
  2. Is a progressive vision being pursued unapologetically, or does a fear of alienating potential applicants lead to compromising that mission and trying to be all things to all people? ("We offer a nurturing environment… of rigorous college preparation.")
  3. Is the education that the oldest students receive just as progressive as that offered to the youngest, or would a visitor conclude that those in the upper grades seem to attend a different school altogether?
  4. Is the teaching organized around problems, projects, and questions? Is most of the instruction truly interdisciplinary, or is literature routinely separated from social studies — or even from spelling? Has acquiring skills (e.g., arithmetic, vocabulary) come to be over-emphasized rather than seen as a means to the end of understanding and communicating ideas?
  5. To what extent are students involved in designing the curriculum? Is it a learner-centered environment, or are lessons presented to the children as faits accompli? How much are students involved in other decisions, such as room decoration, classroom management, assessment, and so on? Are teachers maintaining control over children, even in subtle ways, so that the classrooms are less democratic than they could be?
  6. Is assessment consistent with a progressive vision, or are students evaluated and rated with elaborate rubrics1 and grade-substitutes? Do students end up, as in many traditional schools, spending so much time thinking about how well they're doing that they're no longer as engaged with what they're doing?
  7. Do administrators respect teachers' professionalism and need for autonomy — or is there a style of top-down control that's inconsistent with how teachers are urged to treat students? Conversely, is it possible that teachers' insistence on being left alone has permitted them to drift from genuinely progressive practice in some areas?
  8. Are educators acting like lifelong learners, always willing to question familiar ways — or do they sometimes fall back on tradition and justify practices on the grounds that something is just "the [name of school] way"? Are teachers encouraged to visit one another's classrooms and offered opportunities to talk about pedagogy on a regular basis?
  9. Is cooperation emphasized throughout the school — or are there remnants of an adversarial approach? Do students typically make group decisions by trying to reach consensus or do they simply vote? Do competitive games still dominate physical education and even show up in classrooms? Do most learning experiences take place in pairs and small groups, or does the default arrangement consist of having students do things on their own?
  10. Is homework assigned only when it's absolutely necessary to extend and enrich a lesson, or is it assigned on a regular basis (as in a traditional school)? If homework is given, are the assignments predicated on — and justified by — a behaviorist model of "reinforcing" what they were taught — or do they truly deepen students' understanding of, and engagement with, ideas? How much of a role do the students play in making decisions about homework?
  11. Does the question "How will this affect children's interest in learning (and in the topic at hand)?" inform all choices about curriculum, instruction, and scheduling — or has a focus on right answers and "rigor" led some students to become less curious about, and excited by, what they're doing?
  12. Is the school as progressive and collaborative in nonacademic (social, behavioral) matters as it is in the academic realm, or are there remnants of "consequence"-based control such that the focus is sometimes more on order and compliance than on fostering moral reasoning, social skills, and democratic dispositions?
— Alfie Kohn

Notes

1. See Maja Wilson, Rethinking Rubrics in Writing Assessment (Portsmouth, NH: Heinemann, 2006); or my article "The Trouble with Rubrics," English Journal, March 2006, pp. 12–15. Available at www.alfiekohn.org/teaching/rubrics.htm.

Alfie Kohn

Alfie Kohn (www.alfiekohn.org) is the author of 13 books, the latest of which is The Myth of the Spoiled Child: Challenging the Conventional Wisdom About Children and Parenting (Da Capo Press, 2014), from which this article has been adapted. References to studies cited here can be found in the book.