Indeed, the ways and the consequences of plagiarism before and now are extremely differents. Before it was something almost unnoticed but nowadays that have great outcomes like not be able to earn a degree. And all this start in middle school and High School years, because teachers are not worried about their students work neither to teach them to develop their own way of thinking. Instead, they only worry about a perfect work/ essay without even know worried to learn they way of writing of each of their students. That’s why students are not learning how to be originals with their work, and they decide to use someone else’s ideas, and not give credits to the author.
Even though this may be true, having the chance to participate in a group activity is refreshing; however, some teachers completely avoid this method of learning. By avoiding this method, teachers are giving into the banking concept; they instill the information into the students, give them no opportunity to communicate with others, and allow no application. Thus, these individuals are lacking the experience of gaining other pupil’s opinions, help, and intellectual conversations. Contrarily, in the problem-posing methodology, students are given the possibility to communicate with others and gain knowledge through a different manner besides the teacher. Hence, Freire explains, “People teach each other, mediated by the world, by the cognizable objects which in banking education are ‘owned’ by the teacher” (183).
Testing, rote memorization, and lecture, in my opinion, do not promote students' own inquiry and does not give students opportunities to tap into their own source of knowledge that they each bring with them to the classroom. As a teacher, I hope to leave my students able to set and accomplish goals through the use of these life skills. Some teachers I have had while in hi... ... middle of paper ... ...hods of fill-in-the-blank or multiple choice exams. In my classroom, grades won't carry as much weight as the actual learning the students undertake. I could go on at length, discussing all aspects of my praxis as an educator, however, that would lead to a paper of excruciating length.
People depend cannot information from school books to prepare them for life on experience alone for education just cannot Asrehey Rely Solely on. The lessons learnt in school, either on book or not, transform the classroom into real life situations related on respect and responsibility. In school, I learnt that different situations match with different levels of respect. These distinctions appeared in kindergarten when I realized that I had to speak differently to my teacher than the way I did when I played with my friends in the block center. Talking with peers requires some respect, while talking to a teacher requires more respect.
The best thing is for principals to let teachers know that tests are important, but they do not dictate how we should teach our students. Test scores should help us drive our teaching, not teach to the test. This what has happened in many schools across our country. I have personally worked in schools where the principal does not let teachers have recess so they can continue teaching to the test. I understand principals have a lot of pressure, but they need to make decisions based on student interest and not the interest of the adults.
For example, the notorious Spark Notes that have helped many english students avoid ever reading a book for class. While this example is less specific to CCHS, these resources are very much a part of CCHS students’ experience. Spark Notes summarizes many books chapter by chapter for the efficiency in understanding a story and often it helps in supplement to the actual book. However, resources such as this have become a crutch that students can lean on. When homework is piled up, students can avoid doing it by simply reading the summary of a book online.
One teacher may adopt the banking concept while the other may utilize the problem-posing concept. However, while problem-posing education generates creativity by giving students the ability to communicate, banking education does not. Freire asserts that in the “banking” concept of education, “the teacher chooses the program content, and the students (who were not consulted) adapt to it” (217). Freire indicates that students, who are victims of banking education, have no control over how an instructor chooses to teach. Therefore, creativity is destroyed by the fact that it was not even permitted in the first place.
In his essay “Disliking Books,” he examines the standard that many teachers hold. The author believes that the view of other teachers is that “leaving me alone with literary texts themselves, uncontaminated by the interpretations and theories of professional critics would enable me to get on the closest possible terms with those texts” (Graff 26). Teachers, as Graff believes, leave their students with only their own interpretations and perspectives on a text. This does not encourage learning or critical thinking, but hinders students’ abilities to improve and develop ideas their own. Without guidance, students cannot delve deeper into the subjects in which they are learning.
Tradition has reigned too long in the American school system and has changed nothing, the way this country approaches education must change if the next generations are to learn meaningfully instead of forcefully. In the education system, the mandatory attendance policy requires students to be in school, but they do not necessarily have to like it. Disinterest in schooling effects how unsuccessful students will be, if students are bored it is only because society has pushed them into the vicious cycle of meaningless education. In Gatto’s article “Against School”, he claims that both students and teachers are bored,
The even more astute good teacher would then explain where the fallacy lay: the desire to learn is not a precondition to successful teaching, but a consequence. The majority of students do not initially enter the classroom with a genuine desire to, say, describe a picture in English. The teacher must instill it in them. This is the most important task he faces and this is ... ... middle of paper ... ...lad, there are many ways to teach people English or any other subject. Laboriously plowing through a textbook will not make use of both the teacher's or pupil's creative ability and the desire to learn will consequently vanish from both parties.