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Teachers role in classroom
Teachers role in classroom
Influence of learning styles on teaching
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Culture Change Can Help Enrich Lives
While some people consider the student and teacher culture to be effectively educating students, Edmundson and Freire reveal that a closer consideration of this relationship indicate several flaws and missed opportunities for the students. “A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness.” (Freire, 1993. para. 1) Instead of teachers presenting the material in a way for the students to relate it to the “real world”, the words seem detached, alien, and motionless; leaving the students to be receptacles that the teacher “fills”. Students aren’t taught to think for themselves. Interestingly enough, Freire (1993) states that, “The more completely he fills the receptacles, the better a teacher he is. The more meekly the receptacles permit themselves to be filled, the better students they are.” (Freire, 1993. para. 4).
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Because that’s what works.” (as cited in Edmundson para. 7-8, Greene, Lidinsky, p. 391) Edmundson declares that he and his students reap the rewards of conformity and compliance with the culture of the university. However, one must wonder, what are the students and teachers missing out on by conforming to the present culture? Would they learn more and get more out of each lesson by changing this culture? Surely they
In Ron Koertge’s “First Grade”, the author employs indirect characterization and foreshadows the affects of education by describing the speaker’s initial thoughts and beliefs and by writing in the past tense to show how education can limit students’ minds and rob them of their vitality.
In her article entitled Teaching to Transgress, Bells Hooks effectively speaks to her readers by using the rhetorical strategy of personal narrative, argumentation, and exemplification, in order to call for a “renewal” (29) of teaching method called “engaged pedagogy” (35). By this Hooks means teachers should not merely call on students to participate in class discussion, but also call themselves to be “vulnerable” (49), taking the risk of coupling their points of view, or “confessional narratives” (49), with that of their students, defusing an image of an “all-knowing” (49) teaching authority as a result. Though Hooks’s theory is clear, and her methods of argumentation and exemplification introduce her pedagogical theory, her method of personal narrative requires that the reader be able to relate to her daunting experiences. As a result, readers who have had different experiences to those of Hooks’s might miss her point because they cannot relate to her.
“ It's Not the Culture of Poverty, It's the Poverty of Culture: The Problem with Teacher Education” by Ladson-Billings (2006). The Self-Esteem Problem is one of the problem in American culture. Usually, preservice teachers are having narrow foundation courses in psychological aspect. The author asked preservice teachers to choose one children from their field experiences that is hard to handle while one were choosing a African American. The author critized preservice teachers that they are choosing based on their race, gender and ethnic that was different from them. Those teachers tend to blam on student’s misbehavior instead of understand their socioeconomic problems. In addition, the problem of cultural capital in America is that dominant
Edmundson was considered one of the “interesting” teachers because of the fact he would tell jokes in order to keep the students interested, since it was the one way he figured worked; however, he did not “teach to amuse…or for that matter, to be merely interesting” (Edmundson, Greene-Lidinsky 390). College students get to pick their professors and they have to ability to find out if the professor is to their liking, or else they can just drop the class and/or find a better-suited professor. Edmundson felt as though the student’s “passion seems to be spent,” and that “university culture” is becoming more and more “devoted to consumption and entertainment” (Edmundson, Greene-Lidinsky 391). Furthermore, colleges make it even worse due to the fact that they make the campuses beautiful in order to attract students to apply, so students attend those campuses imagining that the classes will be just as
In John Gatto’s essay “Against Schools” he states from experience as a school teacher that are current educational system is at fault (148). He claims that classrooms are often filled with boredom manufactured by repetitive class work and unenthusiastic teachings. Students are not actively engaged and challenged by their work and more often than not they have either already covered the concepts taught in class or they just do not understand what is being taught to them. The children contained in classrooms have come to believe that their teachers are not all that knowledgeable about the subjects that they are teaching and this advances their apathy towards education. The teachers also feel disadvantaged while fulfilling their roles as teachers because the students often bring rude and careless attitudes to class. Teachers often wish to change the curriculums that are set for students in order to create a more effective lesson plan, but they are restricted by strict regulations and consequences that bind them to their compulsory teachings (148-149). An active illustration of John Gatto’s perspective on our educational system can be found in Mike Rose’s essay “I Just Wanna Be Average” (157). Throughout this piece of literature the author Mike Rose describes the kind of education he received while undergoing teachings in the vocational track. During Mike’s vocational experiences he was taught by teachers that were inexperienced and poorly trained in the subjects they taught. As a result, their lesson plan and the assignments they prepared for class were not designed to proficiently teach students anything practical. For example, the curriculum of Mike Rose’s English class for the entire semester consisted of the repeated reading of ...
I am an African American female who attends the University of Chicago Charter School, which is located on the South side of Chicago. I am seventeen years old and I live and attend school in a predominantly Black neighborhood. I have seen plenty in my seventeen years of living. My goal is to go to college and become a teacher, so that I can return to Chicago and help the people in my community. In six years, I will be giving back to the community and helping the world become better place. I will help teach kids not to live in stereotypes and let them bring them down.
When I first decided to be a teacher I had many thoughts and opinions about teaching and education. Some of my thoughts and opinions have stayed them same; however, many have changed from the discussions and readings in LL ED 411 and 480. When I first decided that I wanted to be a teacher I thought that most students learned in the same manner. I also thought that the teacher should have power over the classroom. Likewise, I thought that technology should not be used in the classroom--except to type papers. I now know that there is not much truth to my ideas and thoughts because my thoughts were shaped only from my experiences. My experiences are narrow because they were shaped from the problems in schools and the old ideas that teachers still have. Now that I have learned the other sides to these problems I know that my thoughts about teaching and education are not fully developed.
Authors Freire and Edmundson have very similar way of thinking. Freire believes that students question the way that they are supposed to be taught instead of having a “banking learning mindset. Edmundson believes that the way that teachers are teaching currently is not stable and that the students are really the teachers because the teachers are not doing anything to stop them from being the disobedient in the classroom.
The students’ eyes: this lens establishes just how congruous the teacher’s assumptions about effective learning correspond with those of the students in his or her class.
The Role of the Teacher states that the teacher has a significant influence on society. Irving Layton discusses the topic of how education in schools, colleges, and universities are not achieving what they were intended to create. Schools were supposed to give students the tools to self-improve and the develop a mind to do so. Layton goes on to explain that the criticism has fallen on the teachers but it is usually the school board who is at fault. However, Layton also talks about how teachers need to be passionate about their jobs and continually expanding their knowledge in order to successfully instruct the students...
An effective teacher will excite, inspire and motivate students to be active in their learning, investigate new areas of knowledge and make connections to future learning (Whitton et al 2010). When a teacher is successful, their students are motivated, mutually respectful and ready to build on their knowledge and solve real-world problems. To be a teacher of value, one must have many skills and qualities to cater for a diversity of learners and their individual development; this includes many personal traits that are noticed students.
Every teacher has their strong points as well as weak points. Teaching is very hard work and some of them never grow to be anything better than mediocre. They do the bare minimum and very little over and above the call of duty. There are several ways to become a great teacher. Teachers are truly dedicated workers who put a lot of time and schooling into being able to teach for the rest of their lives.
One good quality a teacher should have is, respect for the students. Each person’s ideas and opinions should be valued and not judged. They should be able to express themselves without feeling insecure. Another good quality is, having high expectations for your students. Each student should be encouraged to do their best and achieve goals that they may have never met before. Another good quality is, I believe a teacher should have is good communication skills. They should keep not only the students informed on what is going on in the class, they should definitely keep the parents informed as well. Teachers need to know how to communicate with all their students because some are at different levels than others.
Instead of seeing students as partially full vessels waiting to be filled, teachers should conceive their work as creating learning situations where students can build their own knowledge through an a...
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.