The Westheimer reading from this week focused on identifying 7 myths that often occur in the world of education. Many of these myths focused on major themes found throughout the novel. One theme I found to be particularly important was the issue of standardization of teaching. As seen time and time again in readings and in my own experiences, the root of education lies within the ability for people to build relationships and be exposed to different viewpoints and reasoning. Relationships cannot be standardized; regulated classes can lead to a lack of quality interactions. I find the role of individual expression and teaching styles to be of importance in all aspects of teaching, but particularly when discussing democratic citizenship. For example, Westheimer points out how different methods of teaching democratic thinking, including that of direct instruction and student exploration, can work with varying efficiency in different classrooms, atmospheres or personal experiences.
It is critical that teachers contribute to a classroom organization that provides students with differentiated learning experiences, discussion, self-driven thinking with balanced directed experiences that provide students with an opportunity to think for themselves. As stated in another myth, Westheimer points out that self-regulated thinking in students is often vilified, suggesting that teachers do not care if students are able to grasp a basic understanding of the course material. I agree that allowing students to think for they do not limit their acquisition of knowledge, but rather enhances their overall learning experience. Student thought is an extension of a basic understanding, not a replacement. I think treating school as a platform for open student discussion while providing direct teachings on the basics is necessary for students to develop their own personal and academic voices. In terms of democratic citizenship specifically, I think student thinking becomes even more important. By teaching students that participation in their own knowledge is powerful and necessary, they are able to further question and explore norms already in place. This, in turn, can lead to more passionate and respectful discussions, including that of political nature where skills such as communication, listening and negotiation are essential. I would also like to comment on the myths surrounding medicating dissent. In the past while, there has been a major focus on “At Risk” youth. Every day, students are being assessed, diagnosed and medicated for behaviour-related issues. Of course, many of these issues are only starting to be diagnosed as they were unknown in the past. There are always situations where students require certain medical attention in order to overcome personal obstacles of be successful in their lives. Nonetheless, as Westheimer mentions, the relationships between changing educational systems and diagnoses is detected. When students become a part of an ever-more standardized and regulated institution, where they are expected to behave and be successful at a very small range of criteria, is to fair to expect students who do not fit in this small box of “success” to be successful? Also, does classroom management always correlate to increased learning? I strongly believe it doesn’t. The quietness of a classroom does not mean students are learning. In my experience, the most successful classrooms are those where teachers allow the students to express themselves, and where a mutual relationship is built between all members of the classroom. Respect and understanding of personal experiences is essential for both classroom management and student success.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
March 2017
Categories |