I disgreee with Drucker when he writes that They (schools) focus instead on a learner’s weaknesses. One cannot build performance on weaknesses, even on corrected ones; one can build performance only on strengths. And these the schools traditionally ignore, in fact, consider more or less irrelevant. Schools are supposed to work with learners to strengthen their weakness so that they can also become strength. Focusing only on student’s strength incapacitate them in many ways. Who wants to hear a scholar say I am not strong in that area? I am only good at Math. Why is it that during an interview, the interviewee says I do not know much about that area but I am willing to learn? Is it because the person focused too much on his/her strength and not improve on his weaknesses? I am not good at Math, but gosh I love Math. I therefore practiced it religiously not only to pass but to understand it and strengthen my skills in the area. Should we go back to the old systems and just hope that society will be resilient enough to face the next pandemic, climate change, and whatever else comes our way? What can be changed in view of what covid-19 has already taught us? Really? The first thing the pandemic has taught us is that no machines/technology will replace professional teachers or person-to-person learning and teaching. The outcries of parents in the streets exerting pressure on political leaders to open the school building is a testament to the preceding statement. School buildings are not just erected for students to enter and exit knowing how to solve science and math problems, or respond to literature and social studies questions. One thing you need to take into consideration is that schools have manifest functions as I previously stated. The latent functions of the school building is just as important. A place for outlet, socializing, learning to interact with other human being, learning leadership and citizenship. If anything, COVID-19 has also taught us that working from home/working remotely does not necessarily engender the satisfaction over the long run. The confinement in a small space, lack of constant movements, or strides to exercise the joints and muscle, also have deteriorating effects on the body. Now let’s consider how schooling/learning and teaching should look like post COVID-19: • Tweak but not overhaul the traditional method/approach. There should be a mix of full remote learning and in-person learning. Students and families who are able to, should have the choice and liberty for their children to learn at home remotely. If students in such category feel that their needs for socialization and leadership can be fulfilled via remote learning, then school districts should give them the opportunity for remote learning. Students who feel and require the needs for in-person learning should also be given the opportunity to participate in learning and teaching in brick and mortar buildings. • Companies and other organizations should collaborate heavily in preparing students for the real world • Understand that schools cannot lead the way in changing societies. Schools will always lag behind institutions that create jobs and other opportunities. That’s why a greater opportunity for collaboration should exist between the two entities. Instead of beginning cooperation in universities, colleges, and other higher institutions of learning, the collaborative efforts should start in high schools. Companies should influence the curriculum in terms of what graduates will need to succeed in the real world • Schools take hint from the societies in terms of what needs to be taught and how to prepare learners to fit in the changing societies • Culture and technology influence each other-technology companies look at what is needed in the culture and they fulfill the needs by creating the technology. At times culture follows technology by adapting to the new technology: telegraph alleviated societal dependency on sledge-pulling dogs and man to deliver mails; online payment of bills reduced the needs for the use of postal stamps. As societies change due to technology, schools should also be blown by the same wind in the same direction. Schools should not remain stagnant. If we want schools to take the lead to influence societal change, then high schools should also become research institutions to develop young minds for discovery, invention, and production. When students see that their skills can be sharpened at a younger and earlier age, the likelihood for interest in school will only grow high.