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?
Wednesday, March 30, 2011
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?
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