TOC for Education: Global Expansion

TOC for Education: Global Expansion

What is TOC for Education

TOCfE growing worldwide

Origins The Theory of Constraints for Education (TOCfE) was founded in 1995 by the late Dr Eliyahu Goldratt (1947-2011) with the goal to spread the logic based thinking and communication…

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Parents

Parents

Parents

Working with teachers to develop young minds

  Parents supporting their children's learning and behaviour development, and improved self-reliance.  Parents naturally want the best for their children. Most parents do whatever they can within their means to…

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Teachers

Teachers

Teachers

Thinking tools for teaching

  There are currently more than 250,000 educators teaching the TOC thinking tools in more than 24 countries around the world. Australia has now joined numerous European, South American and Asian…

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Students of all ages

Students of all ages

Stimulating students minds

Helping kids of all ages, backgrounds and abilities.  Page under construction

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School Administrators

School Administrators

School Administrators

School administrator

Theory of Constraints is a methodology to logically identify and overcome key limitations that prevent a person, organisation or system from achieving its goal.   Leadership in schools comes from…

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There are currently more than 250,000 educators teaching the TOC thinking tools in more than 24 countries around the world. Australia has now joined numerous European, South American and Asian countries as well as the UK and the US to disseminate the logical, common sense and practical thinking tools, helping teachers in the delivery of their curriculum.


 

The Goal of Education

Education is regarded as one of the fundamental pillars to creating a strong and prosperous nation with high standards of living and opportunity for all. Few would disagree that the importance of education cannot be underestimated. To this end, a primary goal of education is to prepare students for life and to be productive and responsible adults. 

Current Reality

In spite of all the good intentions of those delivering and bringing changes to education, educators still note long-standing problems because students:

  • Do not know how to solve their own problems
  • Are unable to control their impulsive behaviour
  • Memorise rather than understand what they are taught
  • Cannot apply what they learn to other authentic situations
  • Do not see the relevance of what they learn to their everyday lives
  • Do not accept responsibility for consequences of their behaviour
  • Leave school before graduating
  • Are not as productive and responsible in adult life as they could be

After decades of educational reform and earnest effort and dedication from the teaching profession these problems still exist for many students.

Dilemmas

The problem is not easy to resolve, and teachers often find themselves in the following dilemma:

  • If teachers intervene to help students achieve results, they risk taking away the students' ability to self-realise, to learn and think for themselves.
  • If teachers devote time to meet the individual student's learning needs, they run the risk of compromising the completion of the curriculum within the scheduled time frame.

Add to the above the seemingly constant procession of professional upgrades, new teaching methods, changing priorities, new funding models, increased scrutiny on performance and standards, and changes to the curriculum itself, it is not difficult to see why teachers feel under pressure and are highly skeptical towards yet another change and another improvement method.

Direction for a Solution

An effective solution is not found in blaming the teachers or children for the problem:

  • It’s not the teachers – most are highly trained, very dedicated and earnestly trying to do the best for their students and school community.
  • It’s not the students – most want to learn and are willing to be responsible.
  • It’s not the curriculum – there are many shaping the curriculum to fit the direction and development of our nation, now and into the future.

So what is missing? - A set of simple, logical and practical tools that can enable students of all ages, cultures and abilities to:

  • Analyse problems from all points of view
  • Think through consequences of their own actions so that they can make better choices on their own initiative
  • Understand what they learn through the logical connections embedded in the information so that they can derive rather than memorise answers
  • Apply what they learn in one subject to other subjects and everyday situations 
  • See relevance of what they learn to their everyday lives 
  • Set goals and think through a feasible plan to achieve them
  • Become lifelong learners

Critical thinking skillsTOC for Education provides a direction for this solution through a set of simple, yet powerful thinking and communication tools that are easy to learn and easy to teach; for children, educators, administrators, parents and carers, throughout the education system.

The Conflict Cloud

The Logical Branch

The Ambitious Target Tree

These tools enhance students' abilities to take responsibility for their own learning and behaviours by enabling them to analyse problems, communicate clearly, accomplish goals and become lifelong learners. They can be used to teach existing curriculum and life skills at the same time. 

If students were able to take responsibility for their own learning and behaviours, would that outcome leave more resources available to meet the incredible demands on teachers' time? Would that mean more calm and less stress? For this to be accomplished within existing resource limitations, classroom teachers must have effective tools which can be taught through existing curriculum content and in a way that enhances the achievement of mandated standards and benchmarks.

Imagine how your day as a teacher would be if more children were fully engaged in your lessons and there was less disruptive behaviours...


A true story from one of the many TOC successes in education: A Junior School Teacher applied TOC tools to her lessons almost every day. Whilst teaching her children the classroom door is usually open. There is lots of noise from within, laughter, questions and responses. Other teachers are curious as they walk past wondering what is going on – thinking the class is disruptive. At the end of term they see the grades of these children are much higher with much better behaviours all round.


 

Additional information