Providing a way for students to give opinions about their teacher’s performance helps teachers to develop the flaws in their teaching habits. However, the controversy about grading, rating and evaluating is that students do not have enough knowledge on how to properly ... ... middle of paper ... ...inking of students’ education for the future should be a number one priority to educators. Works Cited Barrett, Joan. The Evaluation of Teachers. ERIC Digest 12.
The Effect of Teacher/Student Relationship on Learning There are many controversies when it comes to the relationship between teachers and students. However, one idea remains, the teacher's primary job is to educate while the student's primary job is to learn. The techniques are what differ among teachers and in turn that shapes the relationship between the two parties. As many of the writers discussed in class, have pointed out, the education experience, from curriculum to academic and extra-curricular programs directs a person's path in life. Is this relationship among teacher and student that important to discuss and analyze?
This explains why we ask this question in the first place. No one answer is exactly right. There are advantages and disadvantages to two different pedagogical means of which I will discuss: (1) The idea that teachers force issues on students and (2) The idea that teachers sit back and let the students be free to say what they feel. Many teachers start a new class off with set rules. The teacher is already set in his or her ways of teaching and what is expected in the class.
Relationship Shared amongst Teachers and Students Nowadays, there is much controversy plaguing our society as to how the perfect relationship between teachers and their students should be. One pupil might be favored more than another in the classroom by the teacher, making this extra attention unfair to the other students. Almost always, there is a question pending as to what should the situation be inside a classroom. Nobody has yet come up with a solution to solve the problems facing our societys school system and the relationship the students hold with their teachers. An equal balance of fairness, dedication, and hard work should come from both teachers and students.
Many teaches today teach by putting up a powerpoint with lots of notes and making them copy it. They believe that just by drilling the information at them that they will learn it and be able to apply it. This could work for some students, but by doing this you don’t interact with the students and not to mention that you bore them to death. If teachers would just try to interact more with students they wouldn’t zone out, fall asleep or completely get lost in the learning process. Teachers should try and add fun, interactive and life like activities.
Of course, others might say that this is not the teacher’s fault but the parent’s instead. To that, I would reply, “Well, why aren’t the teachers doing more to prevent it, such as publicizing this situation, instead of readily surrendering to the pressure?” I once had an English teacher, who at first seemed ready to make her students reach their potential, but after many students complained to her for being too hard and parents calling in, she became more relaxed on grading and barely cared about teac... ... middle of paper ... ...ur children, our nation, will be a struggling journey. As long as teachers are able to change their ways, we can still turn this around, but if not, then we can say ‘goodbye’ to that hope, and ‘hello’ to a bleak future. Works Cited Goldstein, Dana. "Grading Waiting for Superman."
My eleventh grade social psychology teacher, Mr. Snyder, taught me to value myself as well as my opinions-and to not worry about what other people thought. Then there was Professor Hughes, who was my English teacher my first semester at Moorpark College, and although I wasnt able to complete the class he ope... ... middle of paper ... ...d not everyone who chooses the profession will succeed at it. How and where a student goes with his or her life will depend on the relationships they had with their teachers. With all the hype over education as a whole the teacher/student relationship is overshadowed, and that is a serious mistake. A dedicated teacher gives their students some direction in life by educating them in ways in which parents and friends can not.
According to The National Council for Accreditation of Teacher Education teacher candidates must develop proficiencies for working with students from diverse backgrounds; dispositions that respect and value differences, and skills for working in diverse settings. […] As teacher educators, we hope that cultural diversity classes will help out students become aware of their own beliefs and become more culturally diverse.” (The Ethnography Project p1) Cultural diversity, it’s a phrase we have all heard at sometime or another but what does I mean for teachers and the way they go about designing lesson plans, delivering lectures, grading and any other aspect of teaching that comes to mind. Teachers can no longer expect to have a class room in which all the students are primarily from the same cultural background and even in the majority are to be an effective teacher he or she must reach all the students even those in the minority. To achieve this, instructors must first understand and be sensitive towards different ethnic and cultural back grounds. “The ways in which people converse with one another can vary greatly from culture to culture.
Many schools are reluctant to hold students accountable for their own actions. The education establishment warns teachers that they will be placing themselves in a questionable role if they emphasize rules, punish bad behavior, and reward good conduct (Bennett, et. al., 1999). Teachers need to create a learning environment in which students are encouraged to do their best and therefore, motivated to work to their highest potential. Teachers need to also set expectations and maintain the learning environment they have developed.
Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived Collegiality, Collaborative Culture, and the Case of Peer Coaching. Teaching and Teacher Education. 6(3), 227-241. Joyce, B., & Showers, B.