Asking “why” is often a reasonable way to find out information. However, in some circumstances it limits the response and circumvents the objective for asking the question.
When trying to resolve behavioral issues asking “why” tends to lead a student on a mental chase of cause and effect. While this process is generally helpful for critical thinking, it does not necessarily promote beneficial and on-going self-reflection.
Watch someone when you ask “why” and you'll often see her/his eyes looking up as if s/he can see into her/his brain and get the answer. However, the brain is not where feelings reside; it is where they are intellectually processed. Consequently, asking a student “why” is essentially asking for an explanation. Therefore, asking “why” often promotes a sense of confrontation and judgment which puts a student on the defensive, as if s/he has to justify her/himself to you. As a result the situation has become about your needs not hers/his.
On the other hand, asking “what” is a neutral question which does not imply judgment. It is a simple question which promotes a reporting of events and/or feelings; an important first step when trying to resolve behavioral issues. Asking “what” focuses the student’s attention inward to the heart of the matter... literally the heart, the essence of the experience… the feelings. Asking “what” is a non-confrontational question that gives someone the opportunity to relate her/his experience; not to judge it and/or feel judged about it.
Equally important is that asking “what” gives the questioner the opportunity to listen without prejudice. If we truly wish to help a student change and grow then the first step is to honor her/his feelings as valid.
...o do what their told to get a passing grade before they can move on to the next class. Some might think this to be unfair, but sometimes life isn’t always fair. I’ve always been told that to get to the fun stuff, I’d have to suffer through the things I might not enjoy as much. As students, we are expected to read and write about topics we may not find to be the most entertaining. But, we should know that having to do so is not meant to hinder us in any way. It’s all meant to help us grow as individuals and to support and prepare us for a stable and successful future.
Garland asserts that these trouble makers are hindering educators instructing, scholars learning, and administrators maintaining (694), but she is wrong because many of these troublemakers do not know right from wrong and misbehave in class. When troublemakers do not know right from wrong, these individuals take these drugs that psychologically affect them. For example, I know this kid who went to my high school. I do not know his name but I remember seeing him around when I was a freshman.
...ot only use the cognitive skills of the students but also their affect. This will allow the students to process and reflect on how they made that specific decision or answer. They are not just focusing on the end result but how they end up in that result or scenario. Teachers need to incorporate more reflection pieces or activities in their lessons because it not only enhances the cognitive skills of the children but also addresses their social and emotional needs.
Not only is their positives and limitation of having the students observe my behaviour and take on board for their own purposes, but also the importance of understanding that my personal theory may not apply to all students. After completing this piece, I have developed a higher sense of awareness for the importance of self-reflection, for not only myself, but the way I use my personal theory as a hopefulness to benefit students rather than hinder their learning abilities. Overall, I have gained understanding of how my implicit theory will affect my practice good, bad and
For instance, if a graduate was out in his or her field of –let’s say—biology and he or she are finding results are abnormal from what the originally hypothesis may have been. If one is not able to interpret and find out the reason of the abnormality, he or she would have spent unnecessary time even producing an experiment, for he or she did not use the critical thinking skills that an education can provide. Any major that is offered by a college should include critical thinking skills for the world is always changing and new discoveries are filled when it comes to the universe. Therefore, asking questions and being able to adjust is imperative to a student’s success in school and in the job market for his or her
In contrast, there’s people who have pondered the question why do kids cheat in school? Some students blame family, coaches and teachers for pressuring them to do better and maintain a C plus average (Maecovitz 70-71). Some kids cheat because they want good grades, but are too lazy or busy with work to take the time to study with the teacher or to learn the materials (D’Aray 1). Other students cheat because they don’t kn...
1. As future educators it is important to know what developmental changes your students may be going through. This will help you be sensitive to their needs and if necessary, provide accurate information to their questions.
My Educational philosophy is defined in becoming a teacher as a set of ideas and beliefs about education that guide the professional behavior of educators. Also included in educational philosophy are one’s beliefs about teaching and learning, students, knowledge and what is worth knowing. My five general purposes for philosophy of education are: to set goals of plan, to teach useful and relevant information, be aware of students learning styles, modeling positive cooperative behavior, to look for solutions and to make sure those solutions are working.
It is our hope that man will never stop asking “Why?” and never stop searching for answers to
to do his or her homework; but often times, the student forgets how to do the problems taught in
The first cause as to why students cheat is because they are lazy. It happens all the time, where students go home from school, have a snack, watch television, take a nap, play some video games, and just keep saying that they will do their homework later. The next thing they know it eleven o’clock at night and time to go to bed, but no homework was accomplished. The student keeps pushing back the assignment until the last minute and the last minute is not enough time. This is also known as procrastination. The student does not want to fail, but they were too lazy to do their own work, so they ask to copy the work from a friend that did the work. I once said something to a guy about how this was cheating and he told me that he was, “using his resources wisely”. Another time I asked a student next to me to stop copying my answers in class and he told, “Then you shouldn’t let me see your answers”, he blamed his cheating on me. One time when I was in seventh grade in my ecology class we had to put together a presentation with a partner. My partner was a close friend at the time, and our topic was solar power. I ended up doing all of the research and put together the presentation a...
The justifications behind cheating range from laziness to an unwillingness to put forth the effort to learn the expected material. Some students blame a lack of self-confidence in one’s ability to learn or lack of interest in the subject. Many modern students lack time to devote to academics, because of hectic schedules. Some students blame instructors for not providing clear expectations or practical applications of academic topics, encouraging a student to devote the necessary time to the material.
Johnson, R., (1997). Questioning techniques to use in teaching. Journal of Physical Education, Recreation & Dance, 68(8), p.45-49.
As I ponder over my personal professional development experiences as an educator the realization of how one has developed over time is personally satisfying. Educating children especially children with special needs is a challenge within its self. As a teacher it is important that this writer makes a positive influence with students. There are going to be certain ideas that one tries to uphold and other discriminations that one will not allow. Everyone has their own beliefs teachers should do what is necessary not to infringe on others, but show children different way to think so that they have all the information needed to make educated choices. Children are open-minded they have not yet had to deal with or understand the injustices that they will encounter. If children are taught from an early age they will have the ability to succeed especially children with special needs as an educator my main goal is teaching the purpose of public schools, and education reform. It is my purpose to influence children and be positive influence.
...l(s) if you are uncertain on how best to help a student. Lastly, support training for staff on these types of issues.