His point is that students want to learn something new that help them in their life better than actual books from school which don’t apply their interests and their experience (23). So he recommends home-schooling as option to schools (24). Gatto claims that contemporary schools “adopted one of the very worst aspect... ... middle of paper ... ...of education other than school; a great depiction in agreement with Graff’s claim that students are being limited by not considering their interests when creating curricula (Graff 197). In conclusion, education is broader than just falling into what the contemporary school system has to offer. Both Gatto and Graff proved this by explain how conforming students to certain perspectives of education limits their potential in other educational branches that interest the students.
It used to be that teachers just taught material and gave the answers without any explanation of how the answer can to be. The reason they never gave an explanation was because they were never taught to think critically or even if they were, teaching critical thinking is a lot harder than just giving students the answer. We, as future teachers, need to take our job seriously and not always try to find the easy way out when it comes to teaching material. We need to realize the importance of critical thinking and not put it on the back burner. Another reason that many adults today do not think critically is that many educators have believed that only certain students are capable of thinking critically.
Collaborative assessments allow students to get involved in the assessment process. Students who are included in this process are better able to take on a dynamic role in their own learning. When students have a clear grasp of their own strengths, weaknesses and abilities they are better able to set, monitor and meet learning objectives. Self and peer assessments are two examples of formative assessments that permit students to become engaged in their own learning. They make effective use of self-centered teaching; one of Mosston and Ashworth’s eleven teaching styles.
Students must learn to incorporate critical thinking to their knowledge. Yet teachers simply give the students work sheet with a few critical thinking questions. These products or demonstrations are not enough, which is why other countries are surpassing us. Teachers forget these will be the leaders of the future, it is in everyone interest they are educated properly. The teacher doesn’t need to feel pressure, just teach students what you know to the best of your knowledge; with critical thinking skills and they can manage the rest.
The needs of the student needs to be at the forefront of the conversation and for this to happen we need individual one-on-one teaching with a parent to help students learn (Crouch). If this was to happen, students would learn better and we could communicate the needs of the students better than
Almost as if when a student gets a good grade they should thank their teacher for brainwashing them. “Lets get rid of all this nonsense of grades, exams, marks. We don’t know now, and we never will know, how to measure what another person knows or understands”(4). Not knowing how to measure what another person knows is applied to all ages. Just because you don’t understand the subject of a test doesn’t mean you can’t get anywhere in life.
It makes it harder for the teacher to reach out the students but when working for so long and going through different techniques to teach students teachers do not need to have an advanced degree to achieve that goal. At times it is challenging but that is part of teaching there are going to times when it is a bad day and things don’t go the way there suppose to, but no matter what a teacher will wake up the next day and go to the job they
Montessori believed that “it is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may be always ready to supply the desired help, but may never be the obstacle between the child and his experience". (Noble 89) Referring back to my philosophy, I believe in the idea that children should be independent learners. Recently, in our American school systems, the government has decided to do a... ... middle of paper ... ... Academy, I didn’t see encouragement on getting into colleges or passing classes, but instead stress the students out with no choices in life. Its a ride or die situation for them, and I feel bad, because learning shouldn’t be a one cause type of thing such as getting in colleges. “Education is not entitled, on this subject, to recommend any set of opinions as resting on the authority of established science.
I believe it is important for a teacher to provide students a sense of freedom so that they may choose what they want to learn according to their interests. By making a child feel as though they have a choice, rather than an obligation to learn information, it will help them constructively build their knowledge. I believe it is equally important to have a classroom that is student-centered. I do not imagine my classroom arranged with rows of seated desks all facing the front of the classroom. Instead, I think that students should have the opportunity to work amongst their peers in small groups, studying a wide array of topics.
I cannot imagine a classroom that does not teach its students based off a curriculum that meets the student’s needs and interest. It is proven research that everyone learns best when information is tailored to meet the specific learner interest. The Curriculum Aspects Perennialist believe that the subject matter, not the child should stand at the center of education endeavors According to Alder, school is organized as a single rather than multi-track system that provides the same curriculum to all students. Perennalism curriculums consist of students knowing the concepts of a particular subject before interdisciplinary subjects (Gutek 2013; Robert Hutchins.