Term Paper: Education as the Educational System

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SAMPLE EXCERPT:

[. . .] In their desire to provide thorough instruction, teacher scan fall into a number of traps which hinder more than help their children. In his piece 'Avoiding Help that Hinders' Martin identifies common mistakes made by teachers that retard children's ability to develop confident work habits. The most common mistake it to be sandbagged by a student, and made to feel responsible for doing work that the student can to themselves. Teachers need to know the performance levels of their student, and challenge and encourage them to use their abilities when a student is trying to float down the educational stream on while the teacher does all the paddling.

He suggests that teachers also remember that they are in control of the classroom, while the student is in control of their educational destiny. Often when a disruptive student is allowed too much latitude in the classroom, the result is that the teacher feels responsible for the child's educational progress or lack thereof while the disruptive child assumes a position of control in the classroom, baiting the teacher into his own agenda. The teacher needs to encourage the realization in the students that they are in control of their destiny, while the teacher is there to hold them accountable, not do the work for them. In this same direction, Martin suggests that teachers avoid repeating directions or answering repeated questions, and thereby force students to pay closer attentions. Teachers should also ignore some of the students' demands for attention. When Little Johnny is making a fuss in order to get attention rather than a legitimate educational need, the teacher has the right, and the power to bypass Johnny's quest for control, and move forward with the class lesson.

Finally Martin suggests that teachers remain confident, even if they feel they need to make exceptions to class room rules. Children are the first to cry 'unfair' when they don't get what they perceive is equal treatment. However, there are time when bending the rules based in additional circumstances is in the best interest of the child, and the classroom. The children all learn that they can expect the same specialized treatment when necessary.

Part Six: Foundations of Education

Pedagogy, and not methodology, is the term used in discussion the habits and patterns which a school uses in order to pursue its goals of replacing ignorance with intelligence in the students' lives. In the educational world, pedagogy is defined as the science, or organizational structure of education. The teacher in the classroom is the foundation upon which the pedagogical process ifs built. The following table outlines some of the benefits of a pedagogical process.

Process of Mastery of New Technology TC l3 "

Without Pedagogy

With Pedagogy

1) Learners have no option but to figure for themselves how to understand lessons and knowledge

Support is given to enable learners to understand how the lessons apply to life, and apply to them.

2) Learners have no option other than to expect that lessons and information will eventually make a meaningful contribution to their lives

The pedagogy takes time to explore what doesn't work well and to explore other alternatives the technology offers

3) Learners have no option but to assume that fellow students, and teachers share their preferences for ways and means of communicating and sharing information

The pedagogy takes into account the e-learning styles of different students, 4) Learners have no option other than to "hack" their way through a lesson, picking up tips and tricks as they stumble across them The pedagogy encourages the development of team communication skills, in order to reduce information overload, and leverage team learning and improve group practices and performance.

Adapted from C. Willet (2002) "eRoom for Power Users, http://www.akgroup.com/solutions/eRoom_powerusers.pdf

Part Seven: Miscellaneous.

The final section of this book contain a collection of essays that address larger cultural issues in the framework of the classroom. Equality in races, between black, white, Hispanic, and others is still a hotly debated topic. Some want to measure equality by equality of outcome. However, in an increasing diverse culture, this measuring stick often does not contain the correct units to make a valid evaluation. Schools cannot guarantee equality of outcome between students, because the outcome is a function of the input the student applies. The equality of opportunity is the cry which must be heard in educational institutions. Whether a student is male of female, white or colored, upper middle class or urban poor, schools need to provide equal access, and equal opportunity. The results, ultimately, are up to the child to take advantage of the opportunity, and become an educated person.

Bibliograpy

C. Willet (2002) "eRoom for Power Users, http://www.akgroup.com/solutions/eRoom_powerusers.pdf

Ryan, K, and cooper, J. (ed) (1988) Kaleidoscope: readings in education. Boston: Houghton Mifflin Co. [END OF PREVIEW]

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