Everyone needs to make decisions throughout their lives, so we think we know how to do it. We do it every day: what we wear to school/work/social events; What do we do in our free time; when to spend or save money; Don't make purchases that are necessary or frivolous. We make decisions about objects (cars, clothes, books, websites, etc.), attitudes (how to act in different social settings), and detachment or rejection (interest, 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 often 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 the car, care for clothes, etc. We become comfortable and secure in the decision-making process .
We have difficulty making decisions when stress increases. Researchers have found that people see fewer available options or choices, and we tend to use traditional or habitual options to make our decisions. Unfortunately, this means that new solutions to problems will not be perceived, acknowledged or understood when decision makers are under crisis or stress.
Educational reform approaches are perfect examples of recognizing limited decision-making options. No Children (NCLB) and its Replacement Directive have too narrow a focus: all children should learn the same content at the same pace using “scientifically researched” material. Gone is the teacher's discretion in feedback. Gone are the innovative methods, materials or testing methods. Gone are centuries of knowledge about child development and readiness skills. What worked in the past is over. Now teachers have to use what some university study (or written by a publisher) shows is effective.
Educators must go through teacher preparation programs. Includes a bachelor's degree and vocational training, equivalent to at least 4-5 years of university. Additionally, most states require teachers to 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 class unless it is packaged in “scientifically researched” material.
The bottom line is that the teacher's knowledge and wisdom are ignored; However, they are responsible and accountable for the decisions of others, often people who are not educators. Decision makers rely on traditional approaches rather than innovative or creative options. By narrowing their view of problems, they are eliminating options that could work better, more easily, and for much less money than they are currently charging.
