This is how you also stop panning your lessons based on your whimsical ideas. Haste makes waste so you need not to do hurry when it comes to finding out what exactly students want, only then you will be able to map ways to enhance their learning. After sizing up the teaching methodologies of legendary educators in the past, it can be safely concluded that there is no substitute to smarten up our teaching skills, if it is our innermost desire to students excel in their studies and build unshakeable personality. Playing loose and fast can cost dearly to the future of students – after attending your session they must know how to probe into a matter and how to think & imagine. This way, you do not confine students to only classroom learning but broaden their horizons spurring them to gain holistic
All Americans want their future generations to be well educated—at least, all Americans should. When it comes to the topic of education, critics attack it by claiming that there are issues with how our American students are being taught. Some believe that education is too focused in an argumentative culture and that environment narrows our perspective, while some argue that the issue is in the commercialization of our educational system. Collectively, educational value is destroyed. Authors Benjamin Barber, Deborah Tannen, and Gregory Mantsios all agree that our educational system is flawed.
The structure of the education system causes an individual to become stuck and unable to learn skills useful to their character. The boredom that results from the busy work pressed upon the kids, has caused for a one way mind set. Gatto states how the education system has embedded the notion in a child's mind that the only way to succeed is to achieve the perfect grade. The human mind is unable to accept this idea because it is natural to rebel and express individuality. Which cannot be proclaimed through the design of the education system that forces unnecessary busy work on young minds.
The traditional system supporters say that learning consists of regular routine and “tough study”. Even if the final output of work or training is not understood, the guidelines must still be followed. The overall learning at the end will be useful irrespective of the student’s interaction or knowledge of objective – it is helpful if the learning was done with delight rather than being oppressed to the student. Many people are going against tradition as they say that a student must know the goal and objective in order to understand in a better way. The counter argument is that a student will learn as per his or her own understanding and a few concepts may be missed.
Students Justifying Their Mathematical Thinking No matter what subject you teach or no matter how you teach it, it is fair to say that teachers want the best possible outcomes for their students. There are no set guidelines on how to teach or no step by step structure which guarantees student understanding. However, there are methods of teaching which work better than others and it is our responsibility, as teachers, to research and apply these successful methods in our classrooms. One such method is the practice of getting students to justify their thinking and their approaches to mathematical problem solving. At first thought, this may seem like an easy approach and one which can be implemented straight away.
But one thing will probably seem familiar; the professor standing at the front, talking to a room full of silent students who stare at him and take notes. Education today is still based on this learning method. Therefore, innovation in the learning method is required to provide a better quality in higher education. Based on the circumstances above, one question popped up. If everything is different, then why is not the classroom?
Traditional classes are normally dominated by direct and unilateral instruction. Teachers following the traditional approach presume that there is a fixed body of knowledge that the student must come to know. Students are expected to blindly accept the information they are provided without questioning the teacher (Stofflett, 1998). The teacher seeks to transmit meanings and thought to the passive student providing little room for questions initiated by students, independent reflection or interaction between students ( VAST, 1998). Even in activity-based subjects when learners are working activities in a group, group discussion or exploration of the concepts are not promoted.
We can say that an educated person will not believe anything without a reason. It is because an educated person will gain knowledge through education. By having enough knowledge, we are able to think, analyse, determine and distinguish what is right and what is wrong. We are also able to make the right decisions in our lives and plan for our future. Besides, education will save us from being cheated by others.
This has to be understood in the power of education to reduce poverty, to improve the lives of individuals and groups, and to transform societies. Developing 'schools for all ' is important because schooling is linked to human, economic and social development goals. But at the same time, it is apparent that many school systems perpetuate existing inequalities and intergenerational under-achievement. The reasons for this are complex, but it often relates to deeply embedded attitudes to, and beliefs about, human differences. Nevertheless, dealing with exclusion, marginalization and underachievement is not only the right thing to do; it makes sound economic and social sense.
In the world today we are facing many different challenges and obstacles. One that stands out to me is the way our school systems are being run and operated. Also they way our students are learning and being taught. This problem is causing students to become very overwhelmed with the things that they are doing in schools and sometimes when these students are learning they are not fully understanding what is being taught and that 's because every person has a very different mind and way of thinking and processing things. But when all students are being taught the same thing there not all going to understand.