"Drill And Kill" -- Not Quite "Axed" Yet

By Dr. Mary Elizabeth Beach

Remember “drill and kill?” No, that is not basic training at Camp LeJeune. That was the method of teaching and expected learning when you memorized dates, places, names, facts, or definitions. The mind was to be a repository of facts to be regurgitated at some future date, generally on a test. "Drill and kill" is not dead but rather enhanced or refined. The current state of education affairs seems to require some relevance to the learning. (Dr. B., do you mean memorization?)

If you haven’t noticed, children in general are no longer seen and not heard. They speak their minds and are, indeed, sometimes heard. They question why they are learning things and how will it help make life better for them. The old mantra of “we want you to have a better life than your father and I had” is not as convincing a statement as it may have been for past generations. It sort of sits there with the verbiage about "eat your peas because there are starving children in China or Africa.” The importance of relevant experiences seems to have taken on a critical role in children accepting information, consuming it and using it in the future in a constructive way.

Back to “drill and kill.” There are still vocabulary sections on the MCAS, Stanford Achievement Test, ASVABs, (military service entrance requirements), PSAT’s, SAT’s and so on up the levels, including teacher certification. Considering that vocabulary knowledge is part of the fiber of so many things, not the least of which is reading comprehension and comprehension in general, what are ways we learn vocabulary? There are still flash cards, some of which have pictures for those early learners and students who are acquiring a second language, and some of which have a word on one side and a definition on another. Some flash cards use the word in a sentence to give you context. There are still class assignments that introduce words and ask that they be put into a meaningful sentence. After introducing students to a new word in a text, their teacher might ask for the meaning of the word or perhaps for a synonym or antonym to round out their understanding of the meaning. I have sat at dinner tables while visiting friends who, after the blessing, introduce their school-age children to a new word and offer the definition during dessert.

Recently I read an article about Flocabulary. This was touted as a new learning tool that uses hip-hop to assist students in preparing for college entrance exams. Vocabulary words are used in context by means of rap music and the use of mnemonics. Press clippings and testimonials speak highly of this methodology for many young adults who have this genre in their daily dose of entertainment coming through their headphones.

The bottom line: The importance of vocabulary remains critical and constant. Whether using old teaching methods or incorporating newer models, one’s understanding of words and ideas and one’s ability to select the correct and precise words to communicate our intentions define who we are. Further, people’s perceptions of us are often formed based on how we communicate. (Yes, people judge us on how we speak!)

As expected from this column, you are challenged to assist our young African Americans in Springfield to use this most important tool of vocabulary to its greatest advantage.

In closing, the definition of “axed” still does not mean a method of inquiry. n