The “Tyler Rationale”

In my educational journey, I was unaware that the teaching that was being taught was following the “Ralph Tyler Model.” Looking back, it does make sense that, that was what my teachers were using. There was a set plan, which was structured and organized. This plan would end with a “product” or result of how well we did over the course of the teaching. The teachers had goals that students needed to achieve to move forward. The mainstream class that I can think of this happening in is mathematics. The teacher would teach the process of doing an equation and it was the student’s job to be able to come up with the correct answer following the teacher’s process. Almost all of my education growing up ended in some sort of evaluation or test on what was learned during the term or year.

While looking at the Tyler rationale I feel some of the limitations put pressure on teachers to do well to please the curriculum and their superiors. Especially, for new teachers who only want to make an impression and make sure their students are doing well (academically). In the article, it states, “this takes much away from learners. They can end up with little or no voice. They are told what they must learn and how they will do it. The success or failure of both the programme and the individual learners is judged on the basis of whether pre-specified changes occur in the behaviour and person of the learner (the meeting of behavioural objectives)” (Smith p 4). If you are only teaching what needs to be taught to succeed as an educator you are missing the connection and interaction piece with your students. Using curriculum as a product leaves little or no room for expanding your student’s knowledge or interests inside the or outside classroom.

Potential benefits of the Tyler rationale would include how he promotes structure. Although, not all students should be evaluated equally, teachers should be following curriculum outcomes. Without following, a guideline of what needs to be taught in each grade would leave students feeling frustrated and underprepared. Especially if they had to switch schools or classrooms. Having set guidelines of the curriculum keep you accountable for what happens in your classroom. There is still room to explore topics that are not set in stone in the curriculum. Listen to what your students are interested in and incorporate as many as you can throughout your teachings. In the article, it states, “The attraction of this way of approaching curriculum theory and practice is that it is systematic and has considerable organizing power” (p 4).  I believe that statement to be true. There are many benefits of being organized. Organization in a classroom helps with transitions, flow, and readiness for our students. The optimal goal in my opinion is to prepare students to be able to problem solve, develop skills and talents, learn and to be able to contribute to society however that may look.