Mary's Question: What's wrong with letting students grade themselves?
I find this question to be very interesting. The subject of grading is extremely controversial and must be handled delicately. By allowing students to grade themselves, many issues can arise. Some students may grade themselves higher than they should, giving themselves good grades for mediocre or poor work. Educators may not be able to rely on the honesty of adolescent students. Also, some students may neglect to complete quality work if they know they can grade themselves. Such a system may encourage and reinforce mediocrity and laziness.
On the other hand, such a system may truly benefit some students with advanced levels of maturity. These students may be able to use the self-grading process as a means of self-reflection. By evaluating their own work, they may be able to use their assessments as a greater means of self-improvement. However, they may feel a sense of instability if their teacher does not facilitate the grading process. Grading provides a sense of stability and structure that many students depend on. Without clear expectations, students may gain more confusion than self-awareness. This topic presents many possible outcomes and may call for some experimentation and data collection.
How do you think educators can use the grading process to encourage students rather than frighten or discourage them?
Tuesday, May 10, 2011
Response to Yesterday's Presentations
During yesterday's book review presentation, I was especially intrigued by Jessica's book about eliminating homework in schools. As a future educator, I've been thinking a great deal about how I want to approach the subject of homework. While I do think that homework can be effective when used approproately, I also think that homework contributes to the lack of enthusiasm students have for learning.
Many students are involved in after-school activities or hold part-time jobs. Should these students fall behind in their homework, their grades suffer and their understanding of the material is not adequately evaluated. These students may have a strong mastery of the subject matter, but do not have enough time to complete homework assignments.
Another criticism I have of homework is its usual lack of application and value. Having read a book about John Dewey for this assignment, I have also been thinking about how I can make my work more meaningful for students. If the homework is only assigned for busy work or practice, then the students could easily complete this in the classroom during the schoolday and most likely has no merit. Educators must remember that their students are children and they should have an opportunity to be kids. After spending an entire day seated in a classroom, these kids must be allowed free time to release their energy and enjoy themselves. Without these opportunities, students will quickly begin to resent both the school work itself and their educators for assigning the material.
What are your feelings about homework? How can homework be approached so as to allow students free time but also prepare them for the heavy workload of college?
Many students are involved in after-school activities or hold part-time jobs. Should these students fall behind in their homework, their grades suffer and their understanding of the material is not adequately evaluated. These students may have a strong mastery of the subject matter, but do not have enough time to complete homework assignments.
Another criticism I have of homework is its usual lack of application and value. Having read a book about John Dewey for this assignment, I have also been thinking about how I can make my work more meaningful for students. If the homework is only assigned for busy work or practice, then the students could easily complete this in the classroom during the schoolday and most likely has no merit. Educators must remember that their students are children and they should have an opportunity to be kids. After spending an entire day seated in a classroom, these kids must be allowed free time to release their energy and enjoy themselves. Without these opportunities, students will quickly begin to resent both the school work itself and their educators for assigning the material.
What are your feelings about homework? How can homework be approached so as to allow students free time but also prepare them for the heavy workload of college?
Friday, May 6, 2011
Mike's Question
Mike's Question: Is it appropriate for teachers to express their opinions to their students?
Honestly, I think expressing opinions to students can be a controversial issue that may cause more harm than good. While context and subject matter are definitely important, there are certainly some issues in which opinions should not be discussed. As a future educator, I would not feel the least uncomfortable if a student asked me whether I preferred chocolate ice cream over vanilla. A subject such as this may evoke some minor teasing from vanilla-lovers if I answered chocolate, but overall would have any measurable affect on how the students felt about me or my credibility as a teacher.
Unfortunately, other topics may not be regarded in the same light. Take, for example, the subject of abortion. Supposing I was pro-life and shared this opinion with my class, I may have some serious oppositions from pro-choice students. Being the touchy subject that it is, I may also have angry parents contacting the school and accusing me of trying to teach the students to be pro-life. Often, sharing one's opinion with a class can be mistaken for trying to teach one's opinion to the class.
When we were in high school, my brother and I had a teacher who was a proud vegan and animal rights activist. While she did not try to convince the class to become vegans or vegetarians as well, the students were aware of her lifestyle and frequently asked questions about it. She shared her views honestly and openly and agreed to show a PEDA video to the class after relentless begging on behalf of the students. After viewing this video, my brother vowed that he wouldn't eat another piece of meat ever again (and he still hasn't). My mother was outraged because she had to begin buying him special foods which were expensive. She felt as though this teacher was trying to teach the students to become vegetarians and that she should have asked the parents for permission to show the video. While I understand my mother's complaints, as a member of the class, I also understood that this was not the teacher's intentions. However, the sharing of such controversial opinions may lead to mistaken perceptions and accusatory beliefs.
Can you think of a time when your teachers may have shared an opinion to this degree with your class and what effects did it have, if any?
Honestly, I think expressing opinions to students can be a controversial issue that may cause more harm than good. While context and subject matter are definitely important, there are certainly some issues in which opinions should not be discussed. As a future educator, I would not feel the least uncomfortable if a student asked me whether I preferred chocolate ice cream over vanilla. A subject such as this may evoke some minor teasing from vanilla-lovers if I answered chocolate, but overall would have any measurable affect on how the students felt about me or my credibility as a teacher.
Unfortunately, other topics may not be regarded in the same light. Take, for example, the subject of abortion. Supposing I was pro-life and shared this opinion with my class, I may have some serious oppositions from pro-choice students. Being the touchy subject that it is, I may also have angry parents contacting the school and accusing me of trying to teach the students to be pro-life. Often, sharing one's opinion with a class can be mistaken for trying to teach one's opinion to the class.
When we were in high school, my brother and I had a teacher who was a proud vegan and animal rights activist. While she did not try to convince the class to become vegans or vegetarians as well, the students were aware of her lifestyle and frequently asked questions about it. She shared her views honestly and openly and agreed to show a PEDA video to the class after relentless begging on behalf of the students. After viewing this video, my brother vowed that he wouldn't eat another piece of meat ever again (and he still hasn't). My mother was outraged because she had to begin buying him special foods which were expensive. She felt as though this teacher was trying to teach the students to become vegetarians and that she should have asked the parents for permission to show the video. While I understand my mother's complaints, as a member of the class, I also understood that this was not the teacher's intentions. However, the sharing of such controversial opinions may lead to mistaken perceptions and accusatory beliefs.
Can you think of a time when your teachers may have shared an opinion to this degree with your class and what effects did it have, if any?
Dialogue or Debate?
In class on Wednesday, we discussed the possibility that dialogue could be the key to relieving the tension between critical pedagogy and critical thinking. However, I believe that a free-flowing, non-judgmental dialogue would be difficult to achieve.
Most people are convinced that they hold correct beliefs and that it is their duty to convince others of the validity of their arguments. Should two philosophers, one of critical pedagogy and one of critical thinking, be placed into a room and asked to have a dialogue concerning their beliefs, this "dialogue" will likely turn into a heated debate in which both people leave with their ideals reinforced rather than questioned. Like the creationism/evolution controversies, sometimes open-minded dialogues are too difficult to achieve.
So my question would be this: Are there alternatives to dialogue? If not, then how can this dialogue be approached so as to avoid the confrontational nature of debate?
Most people are convinced that they hold correct beliefs and that it is their duty to convince others of the validity of their arguments. Should two philosophers, one of critical pedagogy and one of critical thinking, be placed into a room and asked to have a dialogue concerning their beliefs, this "dialogue" will likely turn into a heated debate in which both people leave with their ideals reinforced rather than questioned. Like the creationism/evolution controversies, sometimes open-minded dialogues are too difficult to achieve.
So my question would be this: Are there alternatives to dialogue? If not, then how can this dialogue be approached so as to avoid the confrontational nature of debate?
Tuesday, May 3, 2011
Jessica's Question
Jessica's Question: Can one believe in both creationism and evolution?
When I was a child, I briefly attended a Protestant church. At this church, we learned a few traditional bible stories and it was here that I was first introduced to the idea that the world had to begin somehow. Whenever I asked my mother about the 'beginning of the world', she would mumble something about Adam and Eve, knowing that she had not fully answered my question and admitting that she really didn't know how to.
I think many people maintain conflicting beliefs in both creationism and evolution. Many public school students learn about evolution in their school classes and then learn about creationism in their CCD classes, often in the same day. These students grow up being taught two very different ideas, but they manage to find a happy medium. Although I never went to CCD myself, I had many friends who did, and they never seemed to have an issue distinguishing between science and faith. They accepted the theory of evolution as the scientific explanation, but also understood and accepted the stories of creationism as a part of their faith.
One thing to keep in mind is that many people who believe that creationism should be taught in schools as opposed to evolution may also be religious fanatics. People who can accept evolution but entertain the ideas of creationism as a part of their faith may have a more open-minded view and a more relaxed attitude about the controversy.
Do you have conflicting feelings of both evolution and creationism based on your education and religious beliefs?
When I was a child, I briefly attended a Protestant church. At this church, we learned a few traditional bible stories and it was here that I was first introduced to the idea that the world had to begin somehow. Whenever I asked my mother about the 'beginning of the world', she would mumble something about Adam and Eve, knowing that she had not fully answered my question and admitting that she really didn't know how to.
I think many people maintain conflicting beliefs in both creationism and evolution. Many public school students learn about evolution in their school classes and then learn about creationism in their CCD classes, often in the same day. These students grow up being taught two very different ideas, but they manage to find a happy medium. Although I never went to CCD myself, I had many friends who did, and they never seemed to have an issue distinguishing between science and faith. They accepted the theory of evolution as the scientific explanation, but also understood and accepted the stories of creationism as a part of their faith.
One thing to keep in mind is that many people who believe that creationism should be taught in schools as opposed to evolution may also be religious fanatics. People who can accept evolution but entertain the ideas of creationism as a part of their faith may have a more open-minded view and a more relaxed attitude about the controversy.
Do you have conflicting feelings of both evolution and creationism based on your education and religious beliefs?
Monday, May 2, 2011
Education and Struggles
After reading the Marxian Perspective on Education essay, I am reminded of the work carried out in Harlem where Geoffrey Canada is commandeering a foundation known as the Harlem Children's Zone. This program is a comprised of a series of charter schools aimed at making a change in the Harlem education system and providing the youth of Harlem with an opportunity to learn and change their lives.
Beginning in early childhood, Canada's program offers multiple educational experiences, including a free course for expecting parents. By helping these children develop intellectually from birth to age eighteen, Canada's program increases the likelihood that these students will go to college, be prepared for college when they get there, and eventually make something of themselves and leave Harlem. To me, Canada's program illustrates Marx's ideals that education can change social status. With education comes power and opportunity, both of which are withheld from those who do not seek educational opportunities. Studies have shown that children who group up with parents with less education are likely to go to school less prepared than others and will continuously fall behind. While there are many exceptions to this claim, the research has given us enough evidence to predict the most probable outcome.
How can our country better prepare children for public school so that their social class does not predict their future success?
Beginning in early childhood, Canada's program offers multiple educational experiences, including a free course for expecting parents. By helping these children develop intellectually from birth to age eighteen, Canada's program increases the likelihood that these students will go to college, be prepared for college when they get there, and eventually make something of themselves and leave Harlem. To me, Canada's program illustrates Marx's ideals that education can change social status. With education comes power and opportunity, both of which are withheld from those who do not seek educational opportunities. Studies have shown that children who group up with parents with less education are likely to go to school less prepared than others and will continuously fall behind. While there are many exceptions to this claim, the research has given us enough evidence to predict the most probable outcome.
How can our country better prepare children for public school so that their social class does not predict their future success?
Wednesday, April 27, 2011
Emily's Question
Emily's Question: Where do we draw the line between morality that should be taught in schools and morality that is too controversial?
In developmental psychology, we are currently discussing the development of morality in both behavior and reasoning. Most controversial issues that are avoided in class are uncomfortable to talk about because they deal with the behavior aspect of morality. For example, to lead a discussion about abortion in a classroom, the issue of morality would be evaluated based on whether or not someone would have an abortion or would not. In this case, the opinions of the teacher and the students offer controversial biases that many parents would not like their children exposed to.
If such topics are considered in terms of the reasoning that leads to moral decisions, then educators are able to teach moral reasoning, rather than what they consider "right" and "wrong" behavior. Students will gain more from learning about reasoning because they will have mastered a tool they can apply to many dilemmas, rather than just which behavior is correct in a singular specific situation.
Do you think controversial topics should be discussed in the classroom at all, or should they be left for students to discuss in the privacy of their own homes?
In developmental psychology, we are currently discussing the development of morality in both behavior and reasoning. Most controversial issues that are avoided in class are uncomfortable to talk about because they deal with the behavior aspect of morality. For example, to lead a discussion about abortion in a classroom, the issue of morality would be evaluated based on whether or not someone would have an abortion or would not. In this case, the opinions of the teacher and the students offer controversial biases that many parents would not like their children exposed to.
If such topics are considered in terms of the reasoning that leads to moral decisions, then educators are able to teach moral reasoning, rather than what they consider "right" and "wrong" behavior. Students will gain more from learning about reasoning because they will have mastered a tool they can apply to many dilemmas, rather than just which behavior is correct in a singular specific situation.
Do you think controversial topics should be discussed in the classroom at all, or should they be left for students to discuss in the privacy of their own homes?
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