In what way schools could really make kids smarter

SCHOOLSIt has been said that the most important attribute that schools can give students is the ability to learn on their own. Kids could learn in different kinds of setting and, in that sense, learning has become something they could see from both sides of the desk. Schools should be a place where everyone expects kids to do well.

A real emerging challenge, though, is on how to get kids of today to learn so much even by just sitting and listening. Sure, schools could make smart kids but it depends on their ability to deal with the growing need to build a culture that promotes academic distinction while, at the same time, trying to teach everyone. Here are few pointers in which schools should be doing to make kids smarter:


It’s a fact that there are fast learners and slow learners. One effective way in making it possible for slow learners to move along with their peers is through creative use of time and combining it with techniques such as cooperative learning. Schools should make effective use of time in the service of better learning.


The goal is something that would describe what these young learners need to know. Then, after finally figuring it out, a test or series of tests must be developed, based on that goal, that measure knowledge and skills. Traditional preoccupation with process and inputs must be abandoned and that schools focus, instead, on results.

With this method, schools are tasked to respect diversity and in rewarding the ability of students who could generate answers on their own, not merely repeating the information they have soaked up like sponges. Authentic test is designed just so students could show off in no matter what way comes most naturally to them and that’s what’s important. It should, therefore, encourage teaching to the test.


This is very important. Teachers should be most knowledgeable about child development in the first place. Teachers should very well know about its importance and the way they’re going to support that in school.

Teachers and administrators in schools should agree to the fact that learning, in itself, involves more than just native ability. It must be noted also that success in school is not a product of anything but of overall development which was made possible to some extent by a child’s ability in internalizing the values and ways of significant adults. Schools should be a place where people understood children’s developmental needs.


Teachers should know the right questions to ask. Teachers should have the answers, but to the point that they must not control the questions as well. It is about shifting from teaching to learning in which the teacher becomes the manager of instruction, facilitator, coach, and one who creates the proper learning context aimed at helping the student in taking responsibility for his own learning.

In other words, teachers should not be presenters of information but managers of instruction. They should be functioning as teams of professionals that share ideas and communicate frequently. Students, on the other hand, should be learning both on their own and in flexible groups and should be playing an active role in their own learning.


Someone once said that “cooperation is the basic phenomenon that distinguishes our species.” It should be understood as the underpinning for everything. Cooperation means students collaborate in a common environment where they can share their talents and skills in a way that benefits everyone.


There should be parents’ involvement in schools wherein they would be given time and opportunity for an open forum with teachers concerning their kids. When there is an open communication between parents and teachers, kids could only benefit a lot from it in a positive way.

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