Everyone needs to make decisions throughout their lives, so we think we know how. We do it every day: what we wear to school/work/social events; what do we do in our free time or free time; when to spend or save money; No purchases are necessary or frivolous. We make decisions about objects (cars, clothes, books, internet sites, etc.), attitudes (how to act in different social settings) and detachments or disavowals (care, love, or concern for others and their perceptions or feelings about us).
The problem with decision making is that no one explicitly teaches us how to make “good” or appropriate decisions. This is because decisions usually involve recognizing options or choices for a series of actions that lead to a specific goal. Most decisions are routine: when, where and how to buy food, fix cars, take care of clothes, and so on. We become relaxed and secure in our decision-making process.
We are challenged to make a decision when stress builds up. Researchers have found that people see fewer choices or choices available and that we tend to use traditional or habitual choices to make our decisions. Unfortunately, this means that new solutions to problems will not be perceived, acknowledged or understood when the decision-maker(s) are in crisis or under stress.
Education reform approaches are perfect examples of recognizing limited decision-making options. No Child (NCLB) and its Replacement Directives leave a focus too narrow: all children should learn the same content at the same rate using “scientifically researched” material. Gone are the feedback discretion the teacher has. Gone are the innovative experimental methods, materials or methods. Gone are centuries of knowledge about child development and readiness skills. Gone is what worked in the past. Now teachers must use what some university study (or written by a publisher) has shown to be effective.
Educators must undergo teacher preparation programmes. Including a bachelor’s degree and apprenticeship, which amounts to at least 4-5 years of college. In addition, most states require that teachers earn a master’s degree (1-2 years to complete) within a certain period of time. This means that teachers know a lot, but they are not allowed to use what they have learned in their classrooms unless it is packaged in “scientifically researched” material.
The bottom line is that the knowledge and wisdom of teachers are ignored; Yet they are responsible and accountable for decisions made by others, usually non-educators. Decision makers rely on traditional approaches rather than innovation or creative choices. By narrowing their views of the problems, they are cutting out options that could work much better, more easily, and for much less money than they are currently charging.