In the ever-evolving landscape of education, the focus is often on what more can be added to improve learning outcomes and close achievement gaps. However, Darlshawn (Shawn) Patterson, an educator and Ph.D. student at the University of South Florida, challenges this notion by advocating for the power of subtraction in education. In his article, “Embracing Subtraction,” Patterson highlights the benefits of removing unnecessary elements from our schools’ agenda to enhance teaching and learning.
Patterson draws inspiration from Leidy Klotz’s book, “Subtract: The Untapped Science of Less,” emphasizing that subtraction is a tool that is often overlooked in education. Rather than constantly adding to the already extensive list of responsibilities educators face, Patterson suggests that subtracting unnecessary elements can lead to deeper learning and better outcomes for both teachers and students.
One area where subtraction can be particularly beneficial is in reducing the number of unnecessary meetings that educators are often required to attend. Patterson notes that many meetings are held out of obligation rather than necessity, taking away valuable time that could be spent on planning, grading, and other essential tasks. By cutting back on obligatory gatherings, educators can reclaim precious hours and focus on more purposeful communication.
Another area where subtraction can have a positive impact is in the instructional content covered in the curriculum. In a high-stakes-testing educational system, there is often pressure to cover extensive material outlined in pacing guides, leading to shallow teaching and added pressure for both teachers and students. By narrowing or subtracting instructional content and emphasizing depth over breadth, teachers can delve into topics more thoroughly, ensuring that students grasp foundational concepts before moving on.
Additionally, Patterson discusses the idea of subtracting reading-intervention classes, which are often mandated to improve student outcomes in reading. While these classes are intended to provide support for students with deficiencies in reading, they can sometimes become bureaucratic obligations with limited impact. By strategically reducing reliance on large, impersonal intervention classes and investing in more targeted support, educators can create more effective interventions for struggling readers.
Ultimately, Patterson argues that by embracing the art of subtraction in education, whether through reducing meetings, focusing on depth in teaching, or rethinking intervention strategies, educators can create a more enriching and effective educational experience for all involved. Just as the little old woman in Julia Donaldson’s “A Squash and a Squeeze” found contentment by decluttering her home, educators can find greater fulfillment in education by strategically subtracting unnecessary elements to make room for the essential. Are there too many transitions? Too many meetings? Can some things be streamlined or eliminated to create more time for instruction and collaboration? Look for ways to simplify and prioritize what truly matters.
At the district level:
- Clarify priorities. Ensure that district priorities are clear, concise, and aligned with the overarching goals of the district. Avoid adding new initiatives without careful consideration of how they align with existing priorities.
- Provide support. Offer professional development and resources to support teachers in implementing new initiatives or programs. Avoid overwhelming teachers with too many new expectations at once.
- Seek feedback. Regularly seek feedback from teachers, students, and parents about what is working and what can be improved. Use this feedback to make informed decisions about what to keep, what to modify, and what to eliminate.
By embracing the lesson of A Squash and a Squeeze and striving for simplicity, clarity, and purpose in our education system, we can create a more effective and sustainable learning environment for all students. Letâs focus on what truly matters, eliminate distractions, and make room for meaningful learning experiences that will benefit students now and in the future.
One way to do this is by reducing the burden on teachers and students, allowing them to have more quality time for instruction and learning. Pull-out services, where students are taken out of the classroom for additional support, can be replaced with push-in support, where specialists come into the classroom to work with students. This ensures that students don’t miss core instruction and allows teachers to continue teaching without interruptions.
Duties can also be consolidated to reduce the workload on teachers. By streamlining tasks and responsibilities, teachers can focus more on teaching and less on administrative tasks. This can be done by assigning specific roles to staff members or utilizing technology to automate certain processes.
Interruptions such as announcements or assemblies can be minimized to create a more focused learning environment. By scheduling these events strategically and limiting their frequency, teachers and students can have uninterrupted time for instruction.
At the district level, engaging in fewer adoptions of new programs and initiatives can also help reduce the workload on teachers. Learning multiple new platforms at once can be overwhelming and time-consuming. By focusing on fewer initiatives and providing embedded support, teachers can become proficient in the tools they use and deliver better results for students.
Reducing initiative overload is another way to support teachers and students. By connecting initiatives and defining their overarching purpose, teachers can see how different programs are related and work together towards a common goal. This prevents initiatives from feeling like separate tasks and helps teachers feel supported rather than overwhelmed.
Overall, it’s important to avoid adding to the plates of teachers and instead focus on subtracting unnecessary tasks and responsibilities. By implementing these strategies, we can create a more supportive and efficient educational environment for teachers and students alike.
For more practical advice on how to improve student learning by subtracting, check out FOCUS by Mike Schmoker. His book offers valuable insights on how to stop adding and start subtracting for better results in education.
âItâs Time for a Paradigm Shiftâ
Keisha Rembert is the author of The Antiracist English Language Arts Classroom, a doctoral student, and an assistant professor/DEI coordinator for teacher preparation at National Louis University. Prior to entering teacher education, Keisha spent more than 15 years teaching middle school English and U.S. history:
My grandmother used to say, âMany hands make light work.â As Iâve navigated the waters of our education system, her words echo louder than ever. Iâve become more acutely aware that society expects me to single-handedly solve every learning challenge, address every behavioral issue and close the equity gap. This individualistic view of teaching and learning isnât just unrealisticâitâs damaging. It ignores the wealth of expertise and resources within our communities, particularly our familiesâ cultural knowledge and lived experiences.
Itâs time for a paradigm shift. We must subtract individualism and embrace a collective approach recognizing our shared responsibility for educational success.
Creating truly healthy, liberated, and thriving educational spaces requires a collective effort to dismantle oppressive elements and work together towards a common goal. By removing silos and embracing shared responsibility, we can transform our schools into inclusive environments that serve all students, especially those who have been historically marginalized.
One key step in this process is dismantling the myth of the superhero teacher. This involves rejecting the false expectation that teachers alone can overcome systemic educational barriers and inequities. Instead, we must demand support structures that distribute responsibility across the entire educational community. This means recognizing the expertise of racially minoritized parents/caregivers, engaging counselors, case managers, and paraprofessionals as equal partners in educational planning, and centering student voices in our practice.
Furthermore, we must eliminate the silencing of diverse voices in our educational spaces. Elevating racially minoritized parents/caregivers as the primary experts on their children’s lives, engaging counselors and paraprofessionals as equal partners, and valuing student voices are essential steps in creating inclusive classrooms. By doing so, we can ensure that all members of the educational community are heard and respected.
Redefining definitions of accountability is another crucial aspect of creating healthy educational spaces. This involves creating collaborative decision-making spaces where all stakeholders, particularly those from marginalized communities, contribute to the conversation. It also means challenging evaluation systems that reduce students to test scores and advocating for holistic measures of success that recognize the community-driven nature of education.
Fortifying cultural wealth is also essential in building inclusive educational spaces. By celebrating the cultural identities of all students, integrating community knowledge and experiences into the curriculum, and valuing diversity in the classroom, we can create environments where all students feel seen, heard, and valued.
By subtracting oppressive elements from our educational approach, we are not doing less â we are creating space for a more powerful, collaborative model of education. This approach requires us to work together, embrace shared responsibility, and prioritize the well-being and success of all students, especially those who have been historically marginalized.
As we embark on a new school year, let us commit to creating truly inclusive and liberating educational spaces by working together, valuing diverse voices, redefining accountability, and celebrating cultural wealth. It is only through collective action and shared responsibility that we can build schools that truly serve all students and create a more equitable and just society. Over the past 12 years, this blog has been a treasure trove of information, insights, and entertainment for its readers. From thought-provoking articles to hilarious anecdotes, the highlights of this blog have covered a wide range of topics and captivated audiences from around the world.
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