Why Classical? (Part 1)

E. Nev.

I recently had a conversation with an administrator who considered themselves to be classical school. After further discussion, it appeared that the school was more of a hybrid. I think this is pretty common as some classical methods and strategies, especially in elementary school, appear to have traditional components. Regardless, it made me think deeper in terms of buy-in from teachers and parents when seeking to integrate or become more classical in nature. For me, if you were at ask out the gate, what does classical look like, I’d say it is mastery over exposure. It creates a strong foundation that builds logically through the trivium stages (grammar- elementary; logic- middle; and rhetoric- upper). Classical focuses on truth, beauty, and goodness, but it truly only classical when connected to the Christian worldview. For this entry, I will focus just on teachers and take on the parent aspect next week.

It is difficult to find teachers who are classically trained; most teachers in the private sector tend to transition out of public schools for a different environment, perhaps for their retirement gig. Not quite ready to be done teaching, but definitely done with public school teaching. With that said, it is easier to get buy-in from these teachers, but harder to train in a model so different than what was expected of them in the past. I often remind my teachers that they have time and flexibility. I’d rather them teach it well, then rush through concepts. But the fear of standardized testing is firmly a part of their paradigm. Difficult to change, but still possible. Perhaps another major challenge for teachers shifting to classical is how to quantify or measure student learning when the assessments tend to be more anecdotal. Hence why many schools stay in the realm of the hybrid. Especially when considering parent expectations for grading.

Teacher training is one of the things we focus on at Speranza. When helping schools and teachers, the first step in the assessment process to determine current strengths and weaknesses, then develop a plan tailored to the needs of the school’s mission, and then the individual teacher. As I support the classical model, I do find there to be value in good assessment strategies, even if considered hybrid. There are ways to do both, without teaching to a test or jeopardizing a holistic view of the student. With the right training, teachers will actually find that there is no need to overthink. It could provide an opportunity to gain a real joy for teaching back, while getting to know their students on a more authentic level. The possibilities are endless!