I think the way the one solves this with individuals is through behaviors akin to parenting and/or therapy. And in a team context, I do a lot with collaboration, feedback loops, retrospectives, and 1:1 discussions. But in a traditional classroom setting, I don't think those can be directly applied. A teacher just doesn't have time to give all their students that level of therapy, but the individual-evaluation model breaks most of the tools that make sense in a team context.
The only hope I see is a Montessori-like approach. Having seen kids go through that, they learn a level of collaboration and mutual aid that's missing in industrial-style education. With that kind of collaboration, I can see ways to apply the tricks we use with cross-functional software teams. Of course, Montessori students also learn goal-directed behaviors that suit unstructured environments, so maybe it's all of a piece.
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I wish I had a good answer for you!
I think the way the one solves this with individuals is through behaviors akin to parenting and/or therapy. And in a team context, I do a lot with collaboration, feedback loops, retrospectives, and 1:1 discussions. But in a traditional classroom setting, I don't think those can be directly applied. A teacher just doesn't have time to give all their students that level of therapy, but the individual-evaluation model breaks most of the tools that make sense in a team context.
The only hope I see is a Montessori-like approach. Having seen kids go through that, they learn a level of collaboration and mutual aid that's missing in industrial-style education. With that kind of collaboration, I can see ways to apply the tricks we use with cross-functional software teams. Of course, Montessori students also learn goal-directed behaviors that suit unstructured environments, so maybe it's all of a piece.