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?
Monday, April 25, 2011
Education and Diversity
Throughout our discussion today about teaching creationism in classrooms and understanding different points of view, I kept reverting my attention back to the theme of diversity.
In the classroom, many students of various ethnic, religious, and social background come together to be educated. Each student brings with him or herself a unique outlook on the world that can be shared with others. By teaching about creationism, we agreed that we must not offend those students in the classroom who believe have a right to believe in this idea in their religious lives. In teaching about creationism, however, we must not ignore these students. As believers or Christian followers, these students are primary resources for explaining creationism in a way that is understandable to their peers. These students may be able to present to the class their view points about creationism based on their set of beliefs, explaining the basic details about it that an non-practicing teacher may not fully understand. If creationism should be discussed in the classroom, then it should be discussed accurately, and these students may be willing to help.
One problem that could arise, though, is how to go about presenting this information without bringing religion into the school. I think this could be easily accomplished so long as the teacher and students approach the subject with an air of caution and interest in merely education, not conversion. I do believe that teaching about creationism is essential in schools. Many people in this country believe in it, and educators have a responsibility to prepare students for what they may encounter in the real world. By learning about creationism, students can grasp a deeper understanding of others, and be prepared to acknowledge and accept the diversity of the country, even if the belief isn't scientifically sound.
In the classroom, many students of various ethnic, religious, and social background come together to be educated. Each student brings with him or herself a unique outlook on the world that can be shared with others. By teaching about creationism, we agreed that we must not offend those students in the classroom who believe have a right to believe in this idea in their religious lives. In teaching about creationism, however, we must not ignore these students. As believers or Christian followers, these students are primary resources for explaining creationism in a way that is understandable to their peers. These students may be able to present to the class their view points about creationism based on their set of beliefs, explaining the basic details about it that an non-practicing teacher may not fully understand. If creationism should be discussed in the classroom, then it should be discussed accurately, and these students may be willing to help.
One problem that could arise, though, is how to go about presenting this information without bringing religion into the school. I think this could be easily accomplished so long as the teacher and students approach the subject with an air of caution and interest in merely education, not conversion. I do believe that teaching about creationism is essential in schools. Many people in this country believe in it, and educators have a responsibility to prepare students for what they may encounter in the real world. By learning about creationism, students can grasp a deeper understanding of others, and be prepared to acknowledge and accept the diversity of the country, even if the belief isn't scientifically sound.
Thursday, April 14, 2011
Education and Philosophy
Lately, we've been discussing the issue of introducing philosophy to children. In class, I brought up the idea that perhaps the reason why teachers and administrators oppose the addition on philosophy into their curricula is because they feel ill-equipped to tackle the subject themselves.
What if philosophy became a required course for all educators? In my situation, I am currently taking this course on the philosophy of teaching and learning to fulfill an education elective. I could have easily chosen a different course to take to meet the elective requirements, but I chose philosophy having never taken a course in this area previously. Philosophy courses are not part of the education requirements, but perhaps they should be. In this class, I have learned quite a bit about some of the most controversial issues in education, as well as some of the hottest topics in the field, while also evaluating the material from a philosophical standpoint. My experience with this course has taught me a lot about my own philosophies and views of education that will ultimately make me a more conscientious and open-minded teacher. In many ways, the foundation of education is philosophy, and this subject should not be ignored in any classroom, high school or college level.
Do you think that philosophy should be a mandatory course for all future educators?
What if philosophy became a required course for all educators? In my situation, I am currently taking this course on the philosophy of teaching and learning to fulfill an education elective. I could have easily chosen a different course to take to meet the elective requirements, but I chose philosophy having never taken a course in this area previously. Philosophy courses are not part of the education requirements, but perhaps they should be. In this class, I have learned quite a bit about some of the most controversial issues in education, as well as some of the hottest topics in the field, while also evaluating the material from a philosophical standpoint. My experience with this course has taught me a lot about my own philosophies and views of education that will ultimately make me a more conscientious and open-minded teacher. In many ways, the foundation of education is philosophy, and this subject should not be ignored in any classroom, high school or college level.
Do you think that philosophy should be a mandatory course for all future educators?
Wednesday, April 13, 2011
Stephanie's Question
Stephanie's Question: If philosophical discussions are evidentally worthwhile to the student, should a teacher utilize them in their curriculum themselves?
In my opinion, I think a good teacher would incorporate philosophical discussion into his/her classes. A good teacher would see the benefit philosophical discussions were having on the students' learning, and therefore would not hesitate to implement a tool, even if it is not included in the curriculum. The overall goal of (almost) every teacher is to teach their students. In my experience, when students are having difficulty learning the material, many teachers reflect on what they are doing wrong and what they can do to help the kid, rather than what the student is doing wrong. If a teacher knows that discussion is increasing learning, comprehension, understanding, and retension, then he/she would be a fool to ignore the method and probably should not have a teaching license. I think philosophical discussion can easily be incorporated into any subject, and most often, discussion has the added effect of breaking up the monotony of the day and introduces new things to the lesson. Discussion encourages diversity and understanding, and should be a daily part of classroom learning.
In my opinion, I think a good teacher would incorporate philosophical discussion into his/her classes. A good teacher would see the benefit philosophical discussions were having on the students' learning, and therefore would not hesitate to implement a tool, even if it is not included in the curriculum. The overall goal of (almost) every teacher is to teach their students. In my experience, when students are having difficulty learning the material, many teachers reflect on what they are doing wrong and what they can do to help the kid, rather than what the student is doing wrong. If a teacher knows that discussion is increasing learning, comprehension, understanding, and retension, then he/she would be a fool to ignore the method and probably should not have a teaching license. I think philosophical discussion can easily be incorporated into any subject, and most often, discussion has the added effect of breaking up the monotony of the day and introduces new things to the lesson. Discussion encourages diversity and understanding, and should be a daily part of classroom learning.
Education and Extracurriculars
In class on Monday, we discussed the highly controversial issue of elongating the school day. By making the school days longer, students would spend more time in classrooms and presumably completing much more school work in one day. While I was quick to correct these expectations stating that students learn just as much, if not more, from extracurricular activities, which lengthen the school day, Becky brought up an excellent point that while extracurricular activities may benefit high schoolers, they do not apply to elementary-aged children.
Why is it that elementary schools do not offer after-school programs for their students? Aside form MCAS tutoring sessions that are common in Mass schools, most elementary schools offer little to no opportunities for their students to be involved in sports or reading groups or clubs after school. It is true that many child sport leagues exist, but is this enough? I personally think children would benefit from science clubs or math clubs, or even reading clubs. Students may even develop a newfound enthusiasm for different subjects and enjoy the socialization provided that is typically regulated in the normal school day. Instead of making the school day longer, why not have after-school clubs where students can apply what they've learned in their classrooms all day to increase their understanding and improve the school climate?
What sorts of activities do you think elementary schools could adopt to increase learning without implementing a longer school day?
Why is it that elementary schools do not offer after-school programs for their students? Aside form MCAS tutoring sessions that are common in Mass schools, most elementary schools offer little to no opportunities for their students to be involved in sports or reading groups or clubs after school. It is true that many child sport leagues exist, but is this enough? I personally think children would benefit from science clubs or math clubs, or even reading clubs. Students may even develop a newfound enthusiasm for different subjects and enjoy the socialization provided that is typically regulated in the normal school day. Instead of making the school day longer, why not have after-school clubs where students can apply what they've learned in their classrooms all day to increase their understanding and improve the school climate?
What sorts of activities do you think elementary schools could adopt to increase learning without implementing a longer school day?
Friday, April 8, 2011
Emily's Question
Emily's Question: How should students be treated, if not like workers?
In my experience, I have always adopted the idea that as a student, I am less like a worker and more like an apprentice. I am a worker-in-training. Education prepares students for future jobs and careers, and until they have mastered the skills needed to join the work-force, then they are not yet workers. They may work hard in school, but they are working in an effort to become something greater than just a student. For example, I am studying education. I go to the high schools and I teach lessons and observe students in their classrooms. I am not, however, a teacher. I am a teacher-in-training; an apprentice. I think most students gain a sense of entitlement when they believe they are workers. They think they are too good for school and that they already know everything they need to know. If they adopted the idea that they are apprentices, then they might be able to change their perceptions to incorporate new goals and perhaps even humility.
Although the students are partially responsibile for adjusting their mindsets, their teachers are equally responsible for treating them more like apprentices than workers. In my pre-practicum classrooms, the high school teachers treat me like a teacher-in-training, almost like a co-worker on whom they wish to bestow their words of wisdom. I am treated with respect and taken seriously, instead of being treated as though I am subordinant who must obey their rules. When students are treated like workers, then they will feel like workers.
Do you learn differently in classrooms where your professors treat you with respect and maturity than in classrooms where you are treated like student workers?
In my experience, I have always adopted the idea that as a student, I am less like a worker and more like an apprentice. I am a worker-in-training. Education prepares students for future jobs and careers, and until they have mastered the skills needed to join the work-force, then they are not yet workers. They may work hard in school, but they are working in an effort to become something greater than just a student. For example, I am studying education. I go to the high schools and I teach lessons and observe students in their classrooms. I am not, however, a teacher. I am a teacher-in-training; an apprentice. I think most students gain a sense of entitlement when they believe they are workers. They think they are too good for school and that they already know everything they need to know. If they adopted the idea that they are apprentices, then they might be able to change their perceptions to incorporate new goals and perhaps even humility.
Although the students are partially responsibile for adjusting their mindsets, their teachers are equally responsible for treating them more like apprentices than workers. In my pre-practicum classrooms, the high school teachers treat me like a teacher-in-training, almost like a co-worker on whom they wish to bestow their words of wisdom. I am treated with respect and taken seriously, instead of being treated as though I am subordinant who must obey their rules. When students are treated like workers, then they will feel like workers.
Do you learn differently in classrooms where your professors treat you with respect and maturity than in classrooms where you are treated like student workers?
Education and Parents
In class we touched upon the idea that the financial security of the parents often determines the educational success/opportunities of the student. The example we used in class was that of becoming a successful actor or actress, and the importance of knowing the right people and receiving the right training at an early age. Should a parent not have the money or resources to put their children into top acting classes, then the possibility of that child becoming successful in the movie industry is slim.
How does this idea apply to schooling? Well, let's say that a first grader struggles with reading. If the child's school is ill-equiped to meet the needs of that student because of poor funding, then the parents might be expected to find help elsewhere. Although one can usually find a tutor in the area, if these parents can not afford to pay for one, then their child will not be receiving the help that he/she needs. If reading skills are not addressed early on, then that student will most likely never develop the skills needed, and will inevitably fall behind his peers. These children are the ones in the classroom who lack enthusiasm for reading, who may have behavioral issues, and who might even drop out of school. Could these issues have been avoided had the schools provided the resources that child needed at age six? If the parents are not in a postion to afford these services, then shouldn't the school and the state take responsibility, rather than make the child suffer for being born into poverty?
How do you think the state and the school systems can better address the needs of all students?
How does this idea apply to schooling? Well, let's say that a first grader struggles with reading. If the child's school is ill-equiped to meet the needs of that student because of poor funding, then the parents might be expected to find help elsewhere. Although one can usually find a tutor in the area, if these parents can not afford to pay for one, then their child will not be receiving the help that he/she needs. If reading skills are not addressed early on, then that student will most likely never develop the skills needed, and will inevitably fall behind his peers. These children are the ones in the classroom who lack enthusiasm for reading, who may have behavioral issues, and who might even drop out of school. Could these issues have been avoided had the schools provided the resources that child needed at age six? If the parents are not in a postion to afford these services, then shouldn't the school and the state take responsibility, rather than make the child suffer for being born into poverty?
How do you think the state and the school systems can better address the needs of all students?
Tuesday, April 5, 2011
Mary's Question
Mary's Question: Can shock value, in a comedic sense, benefit a classroom?
To me, shock value in a comedic sense can be highly beneficial in a classroom. As I posted previously, the use of humor in the classroom can be very engaging and students often become more involved in the material. This same notion can be applied to comedy that shocks. For example, if students are preparing to sit through a lesson they may find boring, shocking them with comedy when they are not expecting it can change the mood of the classroom and keep the students awake and on their toes.
I once witnessed shock-comedy in a high school classroom when I was taking AP Psychology in my senior year. At first glance, the textbook was thick and boring, and the syllabus was full and demanding. I was expecting to be taking a course that could cure insomnia, and was not prepared for the humorous approach the teacher was going to take. After the first week in this class, I had laughed so hard that I may have even shed a few tears, and I looked forward to going everyday. Each day was new and exciting, and we could never predict just what the teacher would do next.
As I observe students in my pre-practicum, I notice that many students are bored with the mundane tasks they are asked to complete. I think we owe the students the opportunity for enjoyable learning, even if the lessons exceed the conventional. By incorporating shock, surprise, and humor in the classroom, students are allowed the chance to find learning fun - which may boost the success rates of many students. Considering many students are turned off by the idea of learning because of their monotonous experiences in the classroom, teachers may be able to reach out to students before learning becomes unappealing.
My question: Do you think students would find learning enjoyable if their teachers discovered fun ways of engaging them?
To me, shock value in a comedic sense can be highly beneficial in a classroom. As I posted previously, the use of humor in the classroom can be very engaging and students often become more involved in the material. This same notion can be applied to comedy that shocks. For example, if students are preparing to sit through a lesson they may find boring, shocking them with comedy when they are not expecting it can change the mood of the classroom and keep the students awake and on their toes.
I once witnessed shock-comedy in a high school classroom when I was taking AP Psychology in my senior year. At first glance, the textbook was thick and boring, and the syllabus was full and demanding. I was expecting to be taking a course that could cure insomnia, and was not prepared for the humorous approach the teacher was going to take. After the first week in this class, I had laughed so hard that I may have even shed a few tears, and I looked forward to going everyday. Each day was new and exciting, and we could never predict just what the teacher would do next.
As I observe students in my pre-practicum, I notice that many students are bored with the mundane tasks they are asked to complete. I think we owe the students the opportunity for enjoyable learning, even if the lessons exceed the conventional. By incorporating shock, surprise, and humor in the classroom, students are allowed the chance to find learning fun - which may boost the success rates of many students. Considering many students are turned off by the idea of learning because of their monotonous experiences in the classroom, teachers may be able to reach out to students before learning becomes unappealing.
My question: Do you think students would find learning enjoyable if their teachers discovered fun ways of engaging them?
Education and the Work Force
In class, we discussed the role of education in creating and maintaining the work force through its means of instilling in students a sense of obedience and respect for authority. To me, the systems appears to start priming students for their given class-based work-force as early as kindergarten. In kindergarten, student learn to follow the leader, listen to their teachers, and obey the rules. Questioning rules and ideas can often be considered "talking back", which is a punishable offense. Students are taught to follow these rules, never questioning them, and never doubting their validity.
When the students who have been successful in such classrooms attempt college, they often experience a rude-awakening. These students have not learned to be critical thinkers and they can feel out-of-place in discussion based courses. They may feel uncomfortable addressing their professors by their first names, and may not know how to analyze a concept past its surface meaning. Should these students drop out of college because they lack the skill-set required to succeed, the educational system has accomplished its goal by pushing the students back into the work-force they belonged in. How can such students change their class or status if they are only taught how to succeed in their given work-force.
Are the fates of these students determined for them before they even enter the educational system?
When the students who have been successful in such classrooms attempt college, they often experience a rude-awakening. These students have not learned to be critical thinkers and they can feel out-of-place in discussion based courses. They may feel uncomfortable addressing their professors by their first names, and may not know how to analyze a concept past its surface meaning. Should these students drop out of college because they lack the skill-set required to succeed, the educational system has accomplished its goal by pushing the students back into the work-force they belonged in. How can such students change their class or status if they are only taught how to succeed in their given work-force.
Are the fates of these students determined for them before they even enter the educational system?
Wednesday, March 30, 2011
Education and Economy
Educational claims state that schools offer an equal opportunity for education to all students. Often, however, this claim is proven invalid. Many factors contribute to the falsehood of the idea of equal education, and one of those factors is the economy.
In many lower income areas, the quality of education is poor, due to lower property taxes. With minimal funding, these schools are less than satisfactory and the drop-out rate is skyrocketing. Geoffrey Canada, founder of the Harlem Children's Zone, developed his system of charter schools in the Harlem area to address this concern.
Despite government funding, many students from lower-income families struggle staying in school because of the priorities they may have. Many students are forced to work to help their families, which leaves them little time for schoolwork, and can often affect their sleep patterns. Some students are expected to take care of younger siblings while their parents work, making schooling difficult for them as well. In a local school, I once overheard a class discussing that a student was going to be late to school that day because he had to take his mom to work. How do we meet the needs of these students? If the conventional school schedule is not compromising to meet their needs, then how do they receive a quality education? Are these students swept under the rug, passed along, or simply convinced to leave?
Can you think of ways the conventional school-schedule model can be adjusted to help these students receive a quality education?
In many lower income areas, the quality of education is poor, due to lower property taxes. With minimal funding, these schools are less than satisfactory and the drop-out rate is skyrocketing. Geoffrey Canada, founder of the Harlem Children's Zone, developed his system of charter schools in the Harlem area to address this concern.
Despite government funding, many students from lower-income families struggle staying in school because of the priorities they may have. Many students are forced to work to help their families, which leaves them little time for schoolwork, and can often affect their sleep patterns. Some students are expected to take care of younger siblings while their parents work, making schooling difficult for them as well. In a local school, I once overheard a class discussing that a student was going to be late to school that day because he had to take his mom to work. How do we meet the needs of these students? If the conventional school schedule is not compromising to meet their needs, then how do they receive a quality education? Are these students swept under the rug, passed along, or simply convinced to leave?
Can you think of ways the conventional school-schedule model can be adjusted to help these students receive a quality education?
Tuesday, March 29, 2011
Mary's Question
Mary's Question: Do we have enough opportunities for self-motivated learning?
I believe we do not have or offer enough opportunities for self-motivated learning. Practically every subject is composed of a carefully constructed curriculum that incorporates many idea, material, and concepts, that have been determined required learning. How often do students have the opportunity to explore topics of their own choosing and interest? Rarely are students consulted about what interests them, and interest is a key component to motivation.
A good example of student self-motivated expression occurred in my sister's eighth grade class. In a unit on Oral Presentations, the teacher asked the class to present a persuasive argument to the class about a topic that he/she finds interesting. My sister, Heather, chose to present an argument about why the Celtics are the best team in the NBA. Not only was she meeting the requirements of the unit and practising oral presentation skills, but she also had fun working on the project because she was able to talk about something she is really interested in. Her motivation to complete the assignment did not come from her desire to get a good grade or hand in her work on time; she was motivated to complete the project because she was excited to learn more about the Celtics, show her classmates what she learned, and convince them of her stance. Students do not get these opportunities often.
Do you think that student interest in the subject matter is connected to their motivation to learn?
I believe we do not have or offer enough opportunities for self-motivated learning. Practically every subject is composed of a carefully constructed curriculum that incorporates many idea, material, and concepts, that have been determined required learning. How often do students have the opportunity to explore topics of their own choosing and interest? Rarely are students consulted about what interests them, and interest is a key component to motivation.
A good example of student self-motivated expression occurred in my sister's eighth grade class. In a unit on Oral Presentations, the teacher asked the class to present a persuasive argument to the class about a topic that he/she finds interesting. My sister, Heather, chose to present an argument about why the Celtics are the best team in the NBA. Not only was she meeting the requirements of the unit and practising oral presentation skills, but she also had fun working on the project because she was able to talk about something she is really interested in. Her motivation to complete the assignment did not come from her desire to get a good grade or hand in her work on time; she was motivated to complete the project because she was excited to learn more about the Celtics, show her classmates what she learned, and convince them of her stance. Students do not get these opportunities often.
Do you think that student interest in the subject matter is connected to their motivation to learn?
Monday, March 28, 2011
Education and Humor
In class today we discussed the topic of motivation and its importance to learning. In Bridges to Autonomy, the three characters have a discussion regarding this topic and the fact that learning must include a degree of volition. The question then becomes: How do educators increase students' willingness and desire to learn if they are not interested in the subject at hand? As a class, we discussed the popular use of swearing and humor to engage students, and while I do believe that swearing is often a last desperate attempt to connect with a class, I think humor in the classroom holds real merit.
When a teacher introduces humor in the classroom, the first effect is often a lightening of the mood. When the atmosphere becomes more casual and laid back, students become more comfortable and more likely to tune into the lesson. The use of humor also reveals the teacher's personality. In high school, I had a teacher named Ms. Murphy. She was very funny and she had a strong personality that the students loved. When trying to explain important concepts, she would use humorous examples that were both relatable and memorable. While the material she taught was often dry and scientific, she made the lessons engaging by using her sense of humor to increase our interest. Students may have difficulty mastering a concept, and sometimes using humor can help simplify the material and make it more accessible. I think humor is a very valuable tool that many teachers often fail to employ. Humor can also help deal with day-to-day behavioral situations in the class. In a conversation with the English Department Chair of a local high school, I was told that humor was a key qualifier for any candidate applying for a job in her school. To me, humor in the classroom hold more merit than acknowledged.
Do you remember any teachers who made their classes/lessons memorable by using humor in their teaching?
When a teacher introduces humor in the classroom, the first effect is often a lightening of the mood. When the atmosphere becomes more casual and laid back, students become more comfortable and more likely to tune into the lesson. The use of humor also reveals the teacher's personality. In high school, I had a teacher named Ms. Murphy. She was very funny and she had a strong personality that the students loved. When trying to explain important concepts, she would use humorous examples that were both relatable and memorable. While the material she taught was often dry and scientific, she made the lessons engaging by using her sense of humor to increase our interest. Students may have difficulty mastering a concept, and sometimes using humor can help simplify the material and make it more accessible. I think humor is a very valuable tool that many teachers often fail to employ. Humor can also help deal with day-to-day behavioral situations in the class. In a conversation with the English Department Chair of a local high school, I was told that humor was a key qualifier for any candidate applying for a job in her school. To me, humor in the classroom hold more merit than acknowledged.
Do you remember any teachers who made their classes/lessons memorable by using humor in their teaching?
Wednesday, March 23, 2011
Grades as Feedback
In Alfie Kohn's article, he discusses the use of grades as a way of giving feedback, but not as a way of measuring knowledge or success. Kohn advocates that grades are a good way to give a student feedback as to what he/she has yet to master and what areas he/she should work on.
This idea left me wondering how grading for feedback would actually work. Why use a number or letter grade to give feedback, when the student would benefit more from written comments or one-on-one discussions with the teacher about his/her progress? How would this feedback then be used? If grades are irrelevant, then the student would not use the feedback to boast the quality of his/her grade. How would a teacher then assess whether or not the student is actually using this feedback unless the class was given some sort of assessment exam? Perhaps I am over-thinking Kohn's idea, but I'm afraid I don't see the merit of his argument.
I do believe that feedback is important, though. For example, in an essay-writing course, comments on rough drafts guide students so they can produce their best possible work. This work, however, must be assessed somehow to assure that the student has been heeding the advice of the teacher.
My question is this: Can you think of a situation where a grade for feedback purposes only would be useful without a subsequent assessment or opportunity to show that the feedback has been put to good use?
This idea left me wondering how grading for feedback would actually work. Why use a number or letter grade to give feedback, when the student would benefit more from written comments or one-on-one discussions with the teacher about his/her progress? How would this feedback then be used? If grades are irrelevant, then the student would not use the feedback to boast the quality of his/her grade. How would a teacher then assess whether or not the student is actually using this feedback unless the class was given some sort of assessment exam? Perhaps I am over-thinking Kohn's idea, but I'm afraid I don't see the merit of his argument.
I do believe that feedback is important, though. For example, in an essay-writing course, comments on rough drafts guide students so they can produce their best possible work. This work, however, must be assessed somehow to assure that the student has been heeding the advice of the teacher.
My question is this: Can you think of a situation where a grade for feedback purposes only would be useful without a subsequent assessment or opportunity to show that the feedback has been put to good use?
Tuesday, March 22, 2011
Shelby's Question
Shelby's Question: How is standardized testing detrimental to the classroom?
Standardized testing takes away from valuable class time. This week, students will be missing four periods a day for three days while taking the MCAS test. These hours will be lost to standardized testing, not to mention the numerous hours devoted to preparing for the exam. Teachers must spend time teaching students various test strategies in addition to preparing them for the material.
By teaching students to these standardized tests, teachers are being limited as to what they can teach in the classroom. Curricula are developed with testing in mind, leaving out exciting, valuable material to include test prep time. Teachers are asked to prepare their students for the MCAS by adjusting their tests and projects to incorporate aspects of the standardized test for more practice.
Students also have a difficult time responding to the demands of the tests. Many students do not like being told that they have to take a test because it is mandatory. Although students have to do a lot of things they might not necessarily want to do, the demanding nature of the MCAS leaves them feeling angry and frustrated. The length of the test and the highly controlled atmosphere can become suffocating and unbearable for young teenagers.
Do you think there is a better way to assess whether or not a student is ready to graduate than by taking the MCAS or other state comprehension assessment?
Standardized testing takes away from valuable class time. This week, students will be missing four periods a day for three days while taking the MCAS test. These hours will be lost to standardized testing, not to mention the numerous hours devoted to preparing for the exam. Teachers must spend time teaching students various test strategies in addition to preparing them for the material.
By teaching students to these standardized tests, teachers are being limited as to what they can teach in the classroom. Curricula are developed with testing in mind, leaving out exciting, valuable material to include test prep time. Teachers are asked to prepare their students for the MCAS by adjusting their tests and projects to incorporate aspects of the standardized test for more practice.
Students also have a difficult time responding to the demands of the tests. Many students do not like being told that they have to take a test because it is mandatory. Although students have to do a lot of things they might not necessarily want to do, the demanding nature of the MCAS leaves them feeling angry and frustrated. The length of the test and the highly controlled atmosphere can become suffocating and unbearable for young teenagers.
Do you think there is a better way to assess whether or not a student is ready to graduate than by taking the MCAS or other state comprehension assessment?
Monday, March 21, 2011
Alternatives to Testing
In class today we discussed some alternatives to testing. The subject of participation quickly became a topic of interest, as we determined what qualifies as participations and what is just "nonsense chatter". I think a 'subcategory' of participation that could potentially be a good alternative to traditional testing is student teaching. Student teaching would require students to master the material well enough to present it to the class as though they were the teacher.
I have often heard that one truly learns something when he/she is required to teach it, so why not implement this idea in the classroom. By having students teach their peers, they become well-versed in the information, and they may even come up with methods of teaching to their peers that an older teacher may not have thought of. Students may even benefit from learning a topic from their peers in a way that is more relate-able. This idea does not mean that the teacher does not teach anymore and lets the students take over, instead, at the completion of a particular unit, the teacher can assign students to different parts of the chapter and have them do a short presentation to the class. Students who feel uncomfortable presenting in front of the class may opt to hand in a written version of their lesson plan, detailing what they would do if they did not suffer from social anxiety. Although this idea is not perfect and can use some improvement, I think it is a step int he right direction.
Do you have any ideas of testing alternatives that you have either seen implemented in a classroom or have implemented yourself in a student-teaching experience?
I have often heard that one truly learns something when he/she is required to teach it, so why not implement this idea in the classroom. By having students teach their peers, they become well-versed in the information, and they may even come up with methods of teaching to their peers that an older teacher may not have thought of. Students may even benefit from learning a topic from their peers in a way that is more relate-able. This idea does not mean that the teacher does not teach anymore and lets the students take over, instead, at the completion of a particular unit, the teacher can assign students to different parts of the chapter and have them do a short presentation to the class. Students who feel uncomfortable presenting in front of the class may opt to hand in a written version of their lesson plan, detailing what they would do if they did not suffer from social anxiety. Although this idea is not perfect and can use some improvement, I think it is a step int he right direction.
Do you have any ideas of testing alternatives that you have either seen implemented in a classroom or have implemented yourself in a student-teaching experience?
Friday, March 11, 2011
Emily's Question
Emily's question: Do you think the environment affects one's ability to improvise?
In my opinion, ther environment plays a great role in determining one's ability to improvise. Suppose a teacher is working in a school where planning is of the utmost importance - improvisation might be taboo. In a pre-practicum assignment I studied under last semester, I was told a story about a school in which the principal demanded to see the lesson plans of all teachers. If a teacher did not have a formal lesson-plan write-up for the day, they were documented and later fired if found unprepared again. If one is working in this type of rigid community, how can one expect to feel comfortable improvising?
We discussed in class the role that wealth can play in determining one's need to improvise. If a person is living in an environment that is advanced, either financially or technologically, the need for certain types of improvisation would be slim.
My question is this: Do you agree with the aforementioned principal, and do you think that all teachers should have formal lesson-plan write-ups prepared everyday?
In my opinion, ther environment plays a great role in determining one's ability to improvise. Suppose a teacher is working in a school where planning is of the utmost importance - improvisation might be taboo. In a pre-practicum assignment I studied under last semester, I was told a story about a school in which the principal demanded to see the lesson plans of all teachers. If a teacher did not have a formal lesson-plan write-up for the day, they were documented and later fired if found unprepared again. If one is working in this type of rigid community, how can one expect to feel comfortable improvising?
We discussed in class the role that wealth can play in determining one's need to improvise. If a person is living in an environment that is advanced, either financially or technologically, the need for certain types of improvisation would be slim.
My question is this: Do you agree with the aforementioned principal, and do you think that all teachers should have formal lesson-plan write-ups prepared everyday?
Wednesday, March 9, 2011
Education and Improvisation
Today in class we discussed the definition of improvisation and the benefits this approach could bring to a classroom. I think improvisation, to a degree, is absolutely necessary. The spontaneity and freedom of being able to improvise moments in the classroom is refreshing for both teacher and student. Focusing mostly on the teacher's use of improvisation in class, I am curious about the way students improvise.
How do students improvise in the classroom? Is it by thinking on the spot about a subject they are not quite prepared to discuss? Or is it by introducing new concepts to a classroom for discussion that correspond to the original topic? In my experience, I think of pop quizzes as moments of improvisation on behalf of the student. In some of my classes, pop quizzes consist of in-class writing assignments about a specific prompt. Since there is not a way to be prepared for a "pop quiz", how do students tackle them? They must improvise to some extent to organize their thoughts and to think and problem-solve quickly. Could this be improvisation? By first glance, we may not consider taking a pop quiz an exercise in improvisation, but to me, this is a clear example of taking a skeletal concept and developing an unplanned response.
My question is this: Can you think of a time in your school experience when you improvised as a student?
How do students improvise in the classroom? Is it by thinking on the spot about a subject they are not quite prepared to discuss? Or is it by introducing new concepts to a classroom for discussion that correspond to the original topic? In my experience, I think of pop quizzes as moments of improvisation on behalf of the student. In some of my classes, pop quizzes consist of in-class writing assignments about a specific prompt. Since there is not a way to be prepared for a "pop quiz", how do students tackle them? They must improvise to some extent to organize their thoughts and to think and problem-solve quickly. Could this be improvisation? By first glance, we may not consider taking a pop quiz an exercise in improvisation, but to me, this is a clear example of taking a skeletal concept and developing an unplanned response.
My question is this: Can you think of a time in your school experience when you improvised as a student?
Monday, March 7, 2011
Beauty vs. Pleasure
Today in class we discussed the idea that "music education liberates us from vulgarity". More simply, the more educated one becomes, the freer one can be from thinking the vulgar music often played in the popular radio is beautiful. By increasing our knowledge and understanding of music, we can begin to accept popular music as vulgar, while opening up our eyes (and ears) to more aesthetically valuable music.
Although this is likely to be true, can we fairly say that education truly liberates us? I think that the liberation attained through music education can be optional. For example, a person may be highly educated in the subject of music, but still find pleasure in the low-value songs on the radio or of their favorite artist. Although this person can determine the difference between aesthetically valuable music and vulgar music, they cannot necessarily decide that they will no longer find a piece enjoyable just because their education tells them it isn't. Does this idea mean that education offers liberation from vulgarity if one chooses?
My question is this: Have you ever found a song, book, film, etc., enjoyable even if you knew that the quality was minimal and vulgar?
Although this is likely to be true, can we fairly say that education truly liberates us? I think that the liberation attained through music education can be optional. For example, a person may be highly educated in the subject of music, but still find pleasure in the low-value songs on the radio or of their favorite artist. Although this person can determine the difference between aesthetically valuable music and vulgar music, they cannot necessarily decide that they will no longer find a piece enjoyable just because their education tells them it isn't. Does this idea mean that education offers liberation from vulgarity if one chooses?
My question is this: Have you ever found a song, book, film, etc., enjoyable even if you knew that the quality was minimal and vulgar?
Wednesday, March 2, 2011
Music and Emotion
Today in class we discussed the idea that music surpasses other art forms because it can connect to people on an emotional level unreached by other forms. I think this concept is most clearly visible in film scoring and movie soundtracks. Film scores and movie soundtracks are developed to enhance the mood of the scene and encourage the viewers to allow their emotions to take over. The music in movies is often more influential than the actual visuals themselves. For example, the music in horror films creates the anticipation and suspense that builds the credibility of the movie. Music in films plays a very powerful role, and can often make or break a film. Most people are not even conscious of the power that music plays in enhancing and ultimately creating the atmosphere in their favorite films. Music can even replace the showing of visual scenes, leaving the viewer to infer the events using only the music to guide them. Music can make people laugh, cry, smile, and even cower in fear. Music is like a skeleton key to one's emotions, which is made most obvious in films.
So my question is this: How would your favorite film be different if it had no score or soundtrack at all? How does the music contribute to, if not create, the mood throughout the film?
So my question is this: How would your favorite film be different if it had no score or soundtrack at all? How does the music contribute to, if not create, the mood throughout the film?
Tuesday, March 1, 2011
Mary's Question
Mary's Question: Does a variety of purposes or motivations help students to achieve more, or are they too much to think about for one individual?
In my experiences, I have always found clear purposes/motivations to be helpful when trying to achieve. I have to say, I have always been motivated to get good grades in class, but since I've been in college, that motivation has changed a little. Instead of trying to simply achieve an "A", I am more motivated now to learn whatever I can in my courses. In high school, I wanted to get good grades regardless of whether or not I actually took anything of value from the class. I find myself dedicating more motivation to actually learning, than simply getting a perfect score.
I think students definitely benefit from having a purpose. If a student does not understand why education is important, then they will not feel a need to do well. However, too much motivation/purpose can be overwhelming. These motivations can be mistaken for pressures. For example, instead of being motivated to get good grades, a student may feel strongly pressured to get good grades. These pressures can have a reverse effect, making students less likely to achieve.
My question is this: Do students have too many pressures placed on them? Do you think these pressures account for some of students' shortcomings?
In my experiences, I have always found clear purposes/motivations to be helpful when trying to achieve. I have to say, I have always been motivated to get good grades in class, but since I've been in college, that motivation has changed a little. Instead of trying to simply achieve an "A", I am more motivated now to learn whatever I can in my courses. In high school, I wanted to get good grades regardless of whether or not I actually took anything of value from the class. I find myself dedicating more motivation to actually learning, than simply getting a perfect score.
I think students definitely benefit from having a purpose. If a student does not understand why education is important, then they will not feel a need to do well. However, too much motivation/purpose can be overwhelming. These motivations can be mistaken for pressures. For example, instead of being motivated to get good grades, a student may feel strongly pressured to get good grades. These pressures can have a reverse effect, making students less likely to achieve.
My question is this: Do students have too many pressures placed on them? Do you think these pressures account for some of students' shortcomings?
Monday, February 28, 2011
Lindsay's Question
Lindsay's Question: What are some positive outcomes of (authoritarian) teaching styles?
I suppose although this authoritarian teaching style with "factory-like" classrooms is mostly counterproductive, perhaps it is useful in teaching a few things. For example, learning in such a strict setting can improve discipline. Students who have strict expectations and clearly set rules may have an easier time developing a sense of self-discipline to follow guidelines and meet expectations. Some students need more rigidity and stability in their schooldays to make up for the lax parenting they receive at home. A rigid and highly controlled setting may be exactly what a child needs to flourish and feel like his behavior is important. These rules and expectations may make the child feel a sense of purpose as he/she works to meet the expectations of the teacher. In saying this, I am not claiming to be in support of this type of teaching style, but perhaps some benefits of this style do exist.
My question is this: When you were in high school, did you experience varied styles of teaching (strict vs. lax) and which one did you find most beneficial?
I suppose although this authoritarian teaching style with "factory-like" classrooms is mostly counterproductive, perhaps it is useful in teaching a few things. For example, learning in such a strict setting can improve discipline. Students who have strict expectations and clearly set rules may have an easier time developing a sense of self-discipline to follow guidelines and meet expectations. Some students need more rigidity and stability in their schooldays to make up for the lax parenting they receive at home. A rigid and highly controlled setting may be exactly what a child needs to flourish and feel like his behavior is important. These rules and expectations may make the child feel a sense of purpose as he/she works to meet the expectations of the teacher. In saying this, I am not claiming to be in support of this type of teaching style, but perhaps some benefits of this style do exist.
My question is this: When you were in high school, did you experience varied styles of teaching (strict vs. lax) and which one did you find most beneficial?
Friday, February 25, 2011
Education and Purpose
For another class, I recently read an chapter regarding differentiated teaching. Differentiated teaching involves finding and developing new ways to teach material so that students can discover what methods work best for them. Differentiated teaching encourages students to explore new avenues and test out different strategies for learning, while emphasizing the responsibility of the student in terms of his/her own education.
The main conclusion that I draw from differentiated teaching is that instructors should teach material with a direct purpose. Each strategy the teacher uses and each activity the student completes, should have a sound purpose, as opposed to the busy work that many students are expected to do. An example the chapter provides is that many teachers require their students to take notes during class. While note-taking should be encouraged, teachers should go one step further to ensure that their students understand the usefulness of their notes. Teachers should teach their students how to actually use their notes to further their learning on their own. In doing so, teachers have created a purpose for note-taking.
I suppose in relation to the subject of realism vs. constructivism, before deciding which philosophy belongs in the classroom, we should first examine the amount of purpose each one brings to the classroom. So, my question is this: How important do feel 'purpose' is in the classroom? Do you think 'purpose' motivates or encourages students?
The main conclusion that I draw from differentiated teaching is that instructors should teach material with a direct purpose. Each strategy the teacher uses and each activity the student completes, should have a sound purpose, as opposed to the busy work that many students are expected to do. An example the chapter provides is that many teachers require their students to take notes during class. While note-taking should be encouraged, teachers should go one step further to ensure that their students understand the usefulness of their notes. Teachers should teach their students how to actually use their notes to further their learning on their own. In doing so, teachers have created a purpose for note-taking.
I suppose in relation to the subject of realism vs. constructivism, before deciding which philosophy belongs in the classroom, we should first examine the amount of purpose each one brings to the classroom. So, my question is this: How important do feel 'purpose' is in the classroom? Do you think 'purpose' motivates or encourages students?
Wednesday, February 23, 2011
Education and Authority
An article posted today on edweek.com titled "High Court Cases Focus on In-School Questionings" by Mark Walsh tackles the issue of police questioning in schools. In one particular school, a young girl was pulled from her class for questioning in a suspected sexual abuse case. After two hours of interrogation, the girl finally admitted to being sexually abused by her father. Although the case has proven to be a flop, the mother of the girl was very upset about the presence of the police officers in the school in addition to questioning her daughter without parental consent. The mother decided to sue both the school district and the investigators.
This issue brings up many questions. The article emphasizes the idea that police should not be allowed to question students in their schools without a warrant or parental consent. The article also voices the concern that children will not view their schools as safe places to learn and that schools should not be "satellite police stations". So my question is this: How do you feel about police questioning in schools? Should officers be able to investigate abuse cases (as well as other things) by questioning a child at school? What role does local authority play within the confines of the school?
This issue brings up many questions. The article emphasizes the idea that police should not be allowed to question students in their schools without a warrant or parental consent. The article also voices the concern that children will not view their schools as safe places to learn and that schools should not be "satellite police stations". So my question is this: How do you feel about police questioning in schools? Should officers be able to investigate abuse cases (as well as other things) by questioning a child at school? What role does local authority play within the confines of the school?
Friday, February 18, 2011
Kim's Question
Kim's Question: How important is it that students enjoy their education and should this be the goal in teaching?
I believe that teachers should try to make their lessons enjoyable, and encourage their students to enjoy learning. Although the material may not always be enjoyable to all students, the learning experience and the time they spend in the classroom can be made enjoyable, therefore increasing their desire to learn. I think the more enjoyable a student finds a class, the more likely they will grasp the concepts because they will probably be actively engaged int he experience. Unfortunately, teachers do not have the authority to change their curricula to make the subjects more enjoyable, but they can try to select material and activities that the students will like. When students become bored or disinterested in the classroom material, they often become disengaged and will not perform as well on exams and quizzes. By keeping students of all intelligence levels interested in the classroom, a teacher may find that he/she can successfully connect to the students.
My question: Have you ever had a teacher who took a active role in trying to make your education enjoyable?
I believe that teachers should try to make their lessons enjoyable, and encourage their students to enjoy learning. Although the material may not always be enjoyable to all students, the learning experience and the time they spend in the classroom can be made enjoyable, therefore increasing their desire to learn. I think the more enjoyable a student finds a class, the more likely they will grasp the concepts because they will probably be actively engaged int he experience. Unfortunately, teachers do not have the authority to change their curricula to make the subjects more enjoyable, but they can try to select material and activities that the students will like. When students become bored or disinterested in the classroom material, they often become disengaged and will not perform as well on exams and quizzes. By keeping students of all intelligence levels interested in the classroom, a teacher may find that he/she can successfully connect to the students.
My question: Have you ever had a teacher who took a active role in trying to make your education enjoyable?
Wednesday, February 16, 2011
Constructivism vs. Realism in the Classroom
In class today, we discussed the differences between radical constructivism and realism in evaluating and observing the characteristics of an apple. How do these differences relate to teaching in a classroom? Let's look at the example from Dewey Dykstra's article on the tests of physics students. Teachers who chose the realist approach to teaching expressed the "facts" as they are, while the students memorized these "facts" as truths, and regurgitated the information on an exam. After the test was taken, the students showed no real understanding of the material. However, had these students questioned what they were learning and had their teachers encouraged them to draw from their past experiences, these students may have left the course with a comprehensive understanding of the material. In class, we decided that constructivist teaching emphasizes understanding over simply knowing. Constructivism also allows us to keep in mind that there exists information about everyday objects that we can never truly know. This relates back to Korzybski's idea that you can never know "all" about something. We can only know what our perceptions tell us. So, my question is: Do you believe that the constructivist philosophy should be introduced in the classroom, and if so, at what age is most appropriate for handling this higher-order thinking?
Monday, February 14, 2011
Education and the Open Mind (or Closed Mind)
In class last week, we discussed the adoption of learning preferences in the classroom. Today, many teachers are faced with the challenge of teaching material to suit students' various learning preferences. This strategy creates variety and diversity in the classroom, as well as presenting material in exciting new ways. However, no matter how hard a teacher works to engage her students, at the end of the day, the student's attitude in the classroom determines the success of the teacher's efforts. In class we asked the question: Do students make the choice about whether or not they're going to learn? In my opinion, many students do enter their classrooms with a pre-conceived assumption in their heads that they do not care to learn that particular subject, and as a result, they will avoid doing the work and actively "not-learn". These students do make a conscious choice whether to begin each lesson with a closed or open mind, just as dedicated students choose to focus and participate. Having said that, I also believe that some teachers can break these students out of their shells and show them the value of education and how interesting some subjects really can be. My question is this: Do you remember any teachers who were able to engage even the toughest kids in the class?
Saturday, February 12, 2011
Shelby's Question
Shelby's Question: Are textbooks a boon or a hindrance in the classroom?
To me, textbooks can offer a great deal of valuable information. However, considering the misleading representation of history presented in textbooks designed by people who choose to leave things out, I do not feel that all textbooks are credible. I believe that textbooks can be a valuable supplement in the classroom, but I also believe that primary sources offer the best and most accurate information. If schools could discover more innovative ways to teach material in their classes, rather than studying out of a boring textbook, they may find that their students are more engaged and more interested in the course. Having a variety of teaching strategies could mporve grades and make students more passionate about learning, instead of growing bored with the same monotonous textbook routine. However, having said that I don't think we should completely discredit textbooks and the amount/quality of information they offer. Can you think of a subject in school that you may have been more engaged in had you used other sources besides a standard textbook?
To me, textbooks can offer a great deal of valuable information. However, considering the misleading representation of history presented in textbooks designed by people who choose to leave things out, I do not feel that all textbooks are credible. I believe that textbooks can be a valuable supplement in the classroom, but I also believe that primary sources offer the best and most accurate information. If schools could discover more innovative ways to teach material in their classes, rather than studying out of a boring textbook, they may find that their students are more engaged and more interested in the course. Having a variety of teaching strategies could mporve grades and make students more passionate about learning, instead of growing bored with the same monotonous textbook routine. However, having said that I don't think we should completely discredit textbooks and the amount/quality of information they offer. Can you think of a subject in school that you may have been more engaged in had you used other sources besides a standard textbook?
Thursday, February 10, 2011
Natural Needs in the Classroom
In class we discussed the necessity to address different learning preferences and the importance of differentiated learning. In this discussion, we mentioned the difficulty of measuring intelligence. Although we talked about multiple factors that need to be taken into account when measuring intelligence, we did not discuss the role that natural, biological needs play in the classroom. For example, many students in the public school systems come from low-income parents. These students may arrive at school hungry because their families cannot afford food. While some schools do have breakfast programs and all schools serve lunch, the quality and quantity of the food provided is not enough to sustain a growing teenager. Hunger can become an increasing distraction during the school day, and may result in lower scores and less effort.
Another issue regarding natural needs is the bathroom regulations that many schools have in place. For example, many students are expected to go to the bathroom during the three minutes in between class periods, but they must not be late to their next class. Students are then expected to stay in the classroom unless they have an absolute emergency. These natural functions can become extremely irritable and distracting when regulated at school. So my question is this: How do you feel about school policies regarding allowing students to go to the bathroom, and also, what are your thoughts on the food provided to students in schools?
Another issue regarding natural needs is the bathroom regulations that many schools have in place. For example, many students are expected to go to the bathroom during the three minutes in between class periods, but they must not be late to their next class. Students are then expected to stay in the classroom unless they have an absolute emergency. These natural functions can become extremely irritable and distracting when regulated at school. So my question is this: How do you feel about school policies regarding allowing students to go to the bathroom, and also, what are your thoughts on the food provided to students in schools?
Wednesday, February 9, 2011
Education and Students
In class, we discussed the role of students in their own education. Many believe that at a certain point, a child/adolescent must become responsible for his/her own educational successes. This requires a great deal of maturity. Eventually, students must learn to question things on their own and to maintain their priorities without the aid of a teacher or parent. Students who prove that they can be responsible for their own education will ultimately achieve more and go further than students who may be "lazy" or rely on others to tell them what to do. On the other hand, how does the role of the teacher or parent prepare students for this undertaking? If a teacher holds her students hands throughout the course, then she is not doing her students a favor by making them dependent. How does one teach responsibility to another? Does this concept relate back to critical thinking and maintaining an awareness of thinking to improve one's life? My question is essentially this: What role do parents and teachers play in teaching responsibility to students and preparing them for the realities of college?
Saturday, February 5, 2011
Jessica's Question
Jessica's Question: Can a person be taught to be a different kind of learner? If so, who does the teaching?
I believe that people can adobt new learning styles as a form of adaptation. For example, when in a college classroom, professors typically provide their course material through in-class lectures and at-home readings. If a student is a musical learner, then he/she may struggle in this type of class. In order to keep up with their peers and to remain active in a college classroom, this student must be able to adapt to these conditions. Although this student can adopt new learning styles to meet conditions in the classroom, he/she may still work best using musical strategies. To me, the process seems to resemble Darwinism and survival of the fittest - in today's classrooms where visual and auditory learning strategies are prevalent, students with different learning styles must be able to adapt. This situation is unfortunate.
My question is this: Do you think that favoring specific learning styles in the classroom is fair? If not, how do you think a teacher could incorporate multiple learning styles in his/her classroom?
I believe that people can adobt new learning styles as a form of adaptation. For example, when in a college classroom, professors typically provide their course material through in-class lectures and at-home readings. If a student is a musical learner, then he/she may struggle in this type of class. In order to keep up with their peers and to remain active in a college classroom, this student must be able to adapt to these conditions. Although this student can adopt new learning styles to meet conditions in the classroom, he/she may still work best using musical strategies. To me, the process seems to resemble Darwinism and survival of the fittest - in today's classrooms where visual and auditory learning strategies are prevalent, students with different learning styles must be able to adapt. This situation is unfortunate.
My question is this: Do you think that favoring specific learning styles in the classroom is fair? If not, how do you think a teacher could incorporate multiple learning styles in his/her classroom?
Friday, February 4, 2011
Kim's Question
Kim's Question: Do you think that too much variation in courses in high school can impact students negatively?
In response to this question, I am torn. I believe that while variation provides students with more opportunities, variation can also have negative impacts on students when consistency is lacking. The variation that can occur between different districts can benefit students because the course material is chosen to suit the needs of the area. Every city and town is different, and so the material they choose to include in their curriculum will be different, and teach students something of value to that area. However, with the economy always changing, many parents lose jobs and are forced to relocate in search of work. When students leave one town for another, the variations between course material may cause them to enter classrooms that are either above or below their previous levels. Placing these students into such classrooms can lead to boredom or an inability to keep up. In this way, the students are impacted negatively. So I ask this question: Do you think that one standardized curriculum should be enforced nationally?
In response to this question, I am torn. I believe that while variation provides students with more opportunities, variation can also have negative impacts on students when consistency is lacking. The variation that can occur between different districts can benefit students because the course material is chosen to suit the needs of the area. Every city and town is different, and so the material they choose to include in their curriculum will be different, and teach students something of value to that area. However, with the economy always changing, many parents lose jobs and are forced to relocate in search of work. When students leave one town for another, the variations between course material may cause them to enter classrooms that are either above or below their previous levels. Placing these students into such classrooms can lead to boredom or an inability to keep up. In this way, the students are impacted negatively. So I ask this question: Do you think that one standardized curriculum should be enforced nationally?
Wednesday, February 2, 2011
Multiple Intelligences
In class, we discussed the idea that different races learn better using different learning strategies. This became a subject of debate in the class, as many believed that learning cannot be defined by race. Many agreed that just because people come from different races, does not mean that they have to learn differently. While I do not support the idea that people of different races cannot learn the same way, I do believe that each individual has his/her own specific learning style.
Howard Gardner developed his theory of Multiple Intelligences, stating that each person maintains his/her own strengths and weaknesses. He developed seven basic "intelligences" - Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, and Intrapersonal. My question is this: Do you believe that each person has his/her own learning style that may conform to one of Gardner's "intelligences"? Which "intelligence" do you feel most complements your learning style?
For more info: www.infed.org/thinkers/gardner.htm
Howard Gardner developed his theory of Multiple Intelligences, stating that each person maintains his/her own strengths and weaknesses. He developed seven basic "intelligences" - Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, and Intrapersonal. My question is this: Do you believe that each person has his/her own learning style that may conform to one of Gardner's "intelligences"? Which "intelligence" do you feel most complements your learning style?
For more info: www.infed.org/thinkers/gardner.htm
Monday, January 31, 2011
Stereotypes and Prejudices
One claim about the introduction of multicultural education in the classroom is that it will diminish stereotypes and eliminate racism. By teaching about other cultures, the educational system aims to not only build tolerance, but also promote cultural understanding. However, I find this goal a bit unrealistic when many marginalized students have to attend under-developed schools. Geoffrey Canada, founder of the Harlem Children's Zone, has created a string of charter schools to give disadvantaged minority students a chance at a quality education and an opportunity to go to college. Canada's program begins monitoring its students before they are born through parenting classes for pregnant women, and follows the children through each year of their lives from preschool programs to high school. Canada's system brings me to this question: Do you think multicultural education should begin at a young age, and do you think a good education begins from birth?
Saturday, January 29, 2011
Mary's Question
In Mary's blog, she asked the question: Is it rational to think critically about something that may not happen, or is that just using your imagination?
To me, critical thinking can apply to any situation whether the situation exists in the real world or even if it is just a situation existing only in the mind. The idea of critical thinking is to utilize one's awareness of the thinking process to improve one's life. If an individual is thinking critically about possible solutions to problems that have not yet presented themselves, but may have the potential to present themselves, then that individual is preparing to use his/her thinking and reasoning skills to improve his/her life. Imagination may play a role in this process, but overall, critical thinking is taking place.
This leads me to answer a follow-up question: Have you ever encountered a situation where you have used both your imagination and critical thinking skills to solve a problem? If so, have you found that imagination and critical thinking go hand-in-hand?
To me, critical thinking can apply to any situation whether the situation exists in the real world or even if it is just a situation existing only in the mind. The idea of critical thinking is to utilize one's awareness of the thinking process to improve one's life. If an individual is thinking critically about possible solutions to problems that have not yet presented themselves, but may have the potential to present themselves, then that individual is preparing to use his/her thinking and reasoning skills to improve his/her life. Imagination may play a role in this process, but overall, critical thinking is taking place.
This leads me to answer a follow-up question: Have you ever encountered a situation where you have used both your imagination and critical thinking skills to solve a problem? If so, have you found that imagination and critical thinking go hand-in-hand?
Wednesday, January 26, 2011
Education in Society
In an interview, Arne Duncan, Secretary of Education, revealed his thoughts on education in society and the role schools play within society. According to Duncan, schools should become community centers in which students spend most of their day. The students should complete academic work first, and then participate in activities after school such as sports and arts. The school should also function to bring families together by offering classes for adults after school and by developing family-oriented activities and get-togethers. Do you agree with Duncan's views on the role education should play in society? If not, why?
Monday, January 24, 2011
Critical Thinking in Education
The subject of critical thinking in education has sparked some interesting discussion in class. One topic that I find captivating is the issue of student treatment by administrators and the idea that students have become discouraged in the classroom. As pointed out in discussion, students have a tendency to rebel against the expectations placed on them, and as a result, miss out on the opportunity to learn. Perhaps students feel that by not learning, they are "getting back" at the administrators, who simply want to pass the students along and be rid of them. In an essay posted on the Foundation for Critical Thinking website, the beliefs of Socrates are described, as well as his views on critical thinking. Socrates wanted to teach his students to question those in authority as they educate themselves. If students followed the advice of Socrates, they could change their predicaments and empower themselves with knowledge, rather than dismiss education. If students understood the power that can be gained with knowledge, would they maintain a higher value of education?
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