The Disadvantages of Socratic Seminars Socrates may have used the Socratic method to teach his students, but they really aren’t as beneficial as they seem. Socratic seminars are used in many schools as a way for students to professionally talk to their peers. They are also carried on into the workplace. Teachers and parents may argue that Socratic seminars help a student in their adult years, but this is untrue. Socratic seminars are not beneficial; diversity in answers can make it difficult to fit the topic into the curriculum or development of a workplace, individuals will likely forget about the discussion soon after, and Socratic seminars can be psychologically harmful to a person. With all of the diversity for question answers, it would …show more content…
Learning should be in a place where people can have fun and be inspired and challenged so they will be motivated to try to be included. They should also be able to learn according to their talents and will affect their physical and psychological development(Syaikhudin 2). Socratic seminars can affect the psychological development of learners because by having a specific topic with specific question, a person is not given enough space to be creative and learn independence. Thus, the person will possibly be damaged intellectually. When some students were going over the questions and materials, students found words that they did not know, causing frustration and poorly formulated answers. The answers they gave were only partially correct or completely wrong(Avdic, Wissa, and Hatakka 6-7). By frustrating the students, something will change in their minds. It may not be psychological at first, but after many repetitions, the individual’s psychological health will be damaged. Avdi, Wissa, and Hatakka also found that “The reason that not all groups answered the question was thought to be that they did not want to look stupid in front of their peers.”(Avdic, Wissa, and Hatakka 7). Humans can be one of the most psychologically damaging influences and most people realize that with just their common sense to go by. Have it be by evoking embarrassment or by criticism, a challenge to what one is saying or mocking them can …show more content…
In the first place, some claim that they improve a person’s “people skills”. This could be argued because the basis is to talk to peers about a topic that a person is not necessarily comfortable with. This cannot be true. One solution does not work for everyone, just as this will not work to improve every single person’s skill to talk with others professionally. While it may work for some, it’s more disadvantageous than helpful in a group of people. Equally important, they could bring out a person’s creativity. Since the basis of a Socratic seminar is to talk about a specified topic with certain questions, the individual’s creativity is actually restricted to just those things. Many people have the problem of repetition because there is only a few ways someone can state an answer. This shows that their creativity is not free to roam about and find new things but is actually locked up like an animal in a zoo. Lastly, Socratic seminars could teach people how to resolve conflicts on their own, without the help of their superiors. There are not actually many conflicts in Socratic discussions. Without a conflict to solve, there is no need for resolutions. People cannot improve a skill if they do not use it. So Socratic seminars are not helpful in any way, at least not for all
how often student have to speak that makes the class great and participation grades take off? According to Schuman and some other professor, who have implemented same teaching processes such as engaging students in a small group presentation, interactive worksheeets, and coerced participation found that class involment helped students to overcome fear. Such activities encourage all kinds of the student to take part in class and establish good participation. However, some Professor didn't care about a students class participation. As a result, the shy student left behind the course. throughout the article, Schuman clearly explains as a mentor to the reticent students and the outspoken students how to plan for course, take part in the lesson and boost grades. For example, Schuman wrote, "The wide-eyed earnestness of a timid but studious young person can melt a professor's overworked little heart." She encourages the shy students to keep touch with the professor and ask a substantive question before or after class, visit office hours and E-mail. In addition, she said, "While you are doing the reading, you will likely find that two or three questions come to your mind. Write those questions down so that you can just ask verbatim during class." She teaches outspoken student how to prepare for a lesson before attending class. She shrewdly contends, that the outspoken student
It also increases the level of engagement at the work place. The article Connect, then lead, by Amy J.C Cuddy, Matthew Kohut and John Neffinger expresses a similar stance as its focus is on the need to feel in command. It requires connecting to yourself, feeling confident, never doubting yourself and your abilities. Only then, you can connect with others and not feel like an imposter in the work
This trial left some students believing they really could not change their brain but other students were determined to prove the test wrong. Some parents praise kids for standard achievements causing the child to develop a fixed-mindset. The child will grow up
Some students simply do not test well, others try their hardest and still cannot reach the impracticable standards set for them. The individuals who create these tests do not understand the pressures of being a student, or the struggle to answer thirty-five questions in a compressed time period. One test cannot accurately measure the intelligence of a student.
Picture this: you are trying to hold a class discussion, You're writing like mad on the chalkboard; you have some great questions, ones you've picked especially for discussion purposes; and you've even brought in the overhead projector. And yet they are sitting there like stones. One in the back row is snoring and two in the front are doodling on your handout. This is not how you pictured it when you were planning it. You pictured everyone eager to say something. They disagree with one another, but politely and elegantly. Everyone has something to say and everyone lets them.
Contemporary learning and the Socratic method converge to the same principle that places emphasis on heuristic discussions. Although the implementation of the Socratic method is not yet easily seen in the midst of mundane professor lectures and stodgy textbook work, it is there, and it is growing. The idea of passively listening to the professor talk on and on for hours is diminishing, and it is being replaced by enlightening dialogues that allow both the professor and the students to develop more effectively, together. Classrooms are becoming more hands-on, active, and collaborative, and as a twenty-first century learner, I can vouch for that wholeheartedly. For example, in twelfth grade English, we had a culminating task, called a “book talk,” where a group of students would sit in a circle and discuss a particular novel for an hour. We had to do this three times throughout the semester. In my case, my group’s novel was Khaled Hosseini’s The Kite Runner. The first book talk was grueling, as I could tell in the stiff discussions that every interlocutor was in a state of productive discomfort. We were afraid of the teacher interjecting and claiming that our symbolism explanations were wrong, or that we answered the novel questions
Many studies show that older high school students tend to not take the mandated standardized test but rather “have fun” with the test by filling in the answer bubbles with pictures (Tests 3). The only time that students care about the results of a test are if they affect their grades or future goals. From th...
It was made clear in our first seminar that there would be group presentations in the subsequent seminars and everybody would be given the chance to speak. This was to ensure that at the end of year, we would not be having any stuttering problems or major tension in facing the class during our presentation week. I realized along the way, that this not only helped me improve my presentation skills but it helped me get closer to the subject marketing. What I feared was so temporary; before long I enjoyed my marketing class more. I looked forward to those group activities, in which we were given time to converse, to find out about each other and also to know what exactly we were learning. It was through these activities I understood the subject more intensely.
For example, many people including children, may have the mentality that supports public humiliation. They’ll start to think that it is acceptable to humiliate people on the regular basis which can be a
In week 7 our seminar leader allocated us into smaller groups of six to work together, get together and to start preparing for the mock debate in week 9 and the debate in week 10. When we started to get alone with each other, it was seen that it is not going to be easy to achieve our goals, not just because in our group had a strong activist, reflector, theorist and pragmatist, but we also needed to face some solvable difficulties as our first meeting of the week was cancelled by problem like the lack of communication, miscommunication and the ability to listen to another.
...o memorize with little emphasis on analysis and critical thinking. The answers are right or wrong, either black or white; there is no room for innovation. Students have a difficulty voicing their opinions because they have been spoon-fed facts and rules throughout their entire educational journey.
Testing is one of the big issues in our education system. The idea that the whole school curriculum should be planned around tests is a foolish one, if we want to get a quality education that we can actually learn something valuable from. Having students cram empty facts and memorize test answers is not teaching them it is just encouraging more stress and late nights. On some occasions, tests are a necessary evil to see if the student has actually learned anything from what they have been taught, but to gear the whole class a...
A well created test can measure learning and diagnose a student’s weakness (Merrow, 4). In testing, the idea is for the student to get the correct answer on information they know and incorrect answers on the information they do not. However, a testing error may occur. A testing error is when a student gets an answer correct of information they did not actually know or an answer incorrect, they may have actually known (Gellman, 30)The people who create these tests want straightforward measures. However, test designers do not design these tests to measure what a student can do academically (Fusaro, 1). Large testing companies produce tests and sell them all over the country. This causes the test to be not specialized for the school or county and students do not do as well as they could have if the test was specialized (Popham, 4).three possible ways of testing a student’s knowledge exists: multiple choices, answer in essay form, or they are asked to perform a task and then graded on the performance (Merrow, 5). Some tests are designed to assess an individual’s performance, like an
Verbal abuse, talking about others, judging others also part of this. This damages others, and it’s hard not to do this because everybody does it but just because everybody does doesn’t make it right.
when a student will not shoot for an A on a quiz. It's human nature to succeed,