Analysis of William Glasser's Article, "The Quality School Curriculum"

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William Glasser presents many intriguing ideas toward education in his article

"The Quality School Curriculum". Dr.Glasser proposes that to produce better

educated students, schools must utilize a "Quality" curriculum which makes

students active participants in the learning process.

Dr.Glasser begins by arguing the various "problems" existing in today's

curriculum. He argues that schools do not need more coercion from upper-level

management but focus on the subpar curriculum. The current curriculums being

applied to today's educators are inadequate and encourage more memorization than

application. Grades, Glasser argues, dissipates coercion by students working

less and rebellion. The negative responses received from students are often

misinterpreted by teachers as a fault toward their teaching.

Students under a "Non-Quality" curriculum are expected to learn many

inapplicable, temporary, information in hopes of having high marks on

standardized testing. Dr.Glasser refers to this information as "throwaway"

information. This "throwaway" information can include excessive dates, formulas,

and minute biological information. The results of a student being asked this

useless information results commonly in cheating and apathy. A student who is

expected to memorize information that lacks value will often turn the cheating

in order to avoid time spent memorizing unnecessary facts. Dr.Glasser suggests a

different approach in testing by suggesting open note tests and write-in answers.

The demonstration and application of the information to be learned should be

explained in-depth. A student should be encouraged the challenge the curriculum

at any time to ask how the information provided might be useful. This ...

... middle of paper ...

...m” prepares a student to understand and demonstrate a subject through the use of various materials, it doesn’t guarantee the ability to retrieve information from memory. Dr. Glasser’s tests and testing methods are also very unrealistic. A student tested with open note and open book tests would be able to not have to contribute in class. If a student would be given all the information for a test at the testing time, why should he study beforehand? Also, the amount a student could be tested on would be small. Teachers would have to do multiple tests throughout the year to cover all the material. “The Quality Curriculum” and today’s curriculum are both flawed in their own ways. Both curriculums present different ideas toward producing well-educated members of society. The decision on which curriculum educators’ use should be given deep thought and careful evaluation.

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