Why Students Learn And Perceive Information Being Taught

One of the most crucial parts of education is qualified and enthusiastic teachers who are willing to dedicate their time. Would Aristotle have revolutionized philosophy if he was not taught by Plato? And would Plato have done the same if he was not a student of Socrates? Educators who are hired in the Appoquinimink School District appear to be hired simply because of their qualifications, not because they are passionate about teaching. Specifically, a teacher last week refused to teach the required material and called me “cranky”, and the week before that an Advanced Placement Language and Composition teacher said to me “maybe if you participated in class more, people would like you better.” Although both teachers have a Master’s degree, they clearly act unprofessional which ultimately affects my learning experience. Emerson describes the modern educational system and compares it to how teachers should be, “Hence the instruction seems to require skillful tutors, of accurate and systematic

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

“…only twenty-two percent of those surveyed said increased testing had helped the performance of their local schools compared with twenty-eight in 2007” (“Public Skeptical of Standardized Testing.”). Furthermore the poll indicated an eleven percent increase, compared to last year, towards the favor of discontinuing the usage of students’ test results for teacher evaluations. William Bushaw, executive director of PDK International and co-director of PDK/Gallup Poll also stated, “Americans’ mistrust of standardized tests and their lack of confidence and understanding around new education standards is one the most surprising developments we’ve found in years” (“Public Skeptical of Standardized Testing.”). All in all, not only are these tests a concern for students, who are forced to sit through them, hoping to get a decent enough score to place into a class, receive their diploma, or even get accepted to the college of their dreams, but they are a concern for parents as well, who only want the best for their children and to see them succeed.

Many states across the country are experiencing teacher shortages. Without enough teachers, we can not successfully educate our children. According to Glori Chaika “Forty-two states issue emergency credentials to people who have taken no education courses and have not taught a day in their lives. Many teachers are hired based solely on their experience leading church or camping groups.” (Chaika) Due to the shortages, States are allowing those who are not even qualified to teach. One can not believe that children are being educated as best as they can be, if those teaching them have no experience or training before hand. Another problem is that teachers are not being place in the fields were they can perform at their best, Glori Chaika also states that “One-fourth of new teachers -- if they are licensed -- are not licensed to teach in the field they are teaching.” (Chaika) Many teachers have very little knowledge on the subject they are teaching, “About 55 percent of students taking physics in the United States, for example, are taught by someone who never majored or minored in the subject.” ( Asimov) As a result of the current teacher shortage, the quality of America’s educational system has gone down. People are being hired with no teaching experience and teachers are being forced to teacher subjects that they are not familiar with. Adding to the current teacher shortage is the problem of teacher

Quality teachers are important in our schools, kids are with a teacher for at least eight hours per day. The different styles and techniques

States are using students’ standardized test score to evaluate teachers even though the exams were never intended to serve this purpose and the results are not a reliable indicator of a teacher’s ability to teach. Students are no longer using critical thinking skills, but are resorting to just memorizing things deemed important. Also, most teachers are now teaching to the test. Though most educators would agree, teaching to the test is wrong because it “devitalizes the validity of score based

Even in New jersey a dad had testified that his son was too stressed out from all the tests, as well as New York where the state union president commented that parents should opt children out of taking tests (Taylor, Rich, 2015). Although over testing has been a problem for educators for years, it has become even more of a problem recently with more standardized tests being added to the long list of what children already have to take. Some teachers are taking a stand against the testing and refusing to administer the tests. Three teachers in P.S. 364 Earth School wrote a letter to the administration about why they will not give Common Core tests (Strauss, 2014). They “can no longer implement policies that seek to transform the broad promises of public education into a narrow obsession with the ranking and sorting of children” (Strauss, 2014). They aren’t the only teachers who feel this way, but most don’t want to opt out because without scores, they can't thoroughly review a teacher. Some agree that the expectations are too high, but don’t understand how a teacher can’t be impactful

No more long standardized academic test for public school students! Students and parents protest near public schools all over the country along with lawmakers. One parent stated “my children are not learning what they are supposed to learn school, they are only learning how to pass the test”. A unanimous student stated “I want to focus more on my curriculum at school, but like many other students I get anxious about scoring high on these tests so I only focus on the tests”. An angry teacher with 16 years of experience wants to be able to have more time to teach her students all the subjects so they can be prepared for college. She stated “I don’t like where the public school system is going, it seems that our organization pressure us for

The new legislation focuses on a pertinent aspect of education, raising standards for students, but determining funding by test scores does not guarantee widespread results. This new policy relies on the threat tactic of schools improving for fear of federal funding being reduced; if a school does not meet the new standards, how will reducing funding improve it? The government will continue funding school districts which are already capable of invoking sufficient test scores, while cutting back funding to the districts which can not, offering the alternative of government-funded transportation to another school. This is the legislation’s flaw: it should be teachers taking proficiency tests periodically to display their qualifications in order to remain teaching. Most teachers are dedicated to their own education, and so would not likely oppose such a policy. Instead we have the federal government holding funding with the justification of “accountability” over school districts, demanding improved test scores.

Students learn in different ways and usually take in information from all of their senses e.g. haptic, iconic and echoic. However, students have a preference to which way they prefer to learn (Gilakjani, 2012). For this assessment I have created a workshop for students consisting of a range of activities. These activities will aim to support the learning types when retaining new knowledge. This will hopefully demonstrate to the students how different learning types learn better by doing different things. These activities are based on the David Kolb’s (1984) theory that students learn in different ways based on their personality type, educational specialisation, and career choice. I have used mnemonics as an example to demonstrate the learning theory. I have chosen the topic of mnemonics because they can help to retain information better, which can also help students.

Teaching is a very rewarding career if you learn and understand how to work with the diversity of the classrooms we teach in. As teachers, we need to be more vigilant of where are students come from. Before we can teach we need to know who we are teaching and what background, knowledge, and customs they bring with them to the classroom. We must also be aware of the factors that are relevant to the academic achievement of the students we currently teach. There are many of these factors, but I want to focus on two; teacher quality and low teacher expectations.

“What the educator does in teaching is to make it possible for the students to become themselves.” 1A teachers objective should not be to shape the students as a reflection of that educators image, instead they should see themselves as the medium of which the information in communicated, they should see themselves a person who elevates that students to higher concepts of learning, aspiration and liberation. A good teacher must recognize the strength and weaknesses in skills of the individual and class and reflect on how to leverage strength amongst learners to

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having

Teacher quality and education standards are an issue that is under constant scrutiny in Australia, and in many countries around the world. There are many factors that contribute to a good quality educational system. Curriculum, government funding, school administration, and pressures of public opinion to name a few. Teachers themselves however, are the front line when it comes to education. The teachers in the classroom are ultimately the people whose job it is to ensure that students actually gain the

Yeban (2002) continued that new imperatives are forcing teacher education institutions to re-visit and re-think their assumptions, theories, and practices about the kind of teachers that must be produced. The current curriculum where the respondents of the study belong is deemed insufficient to address these concerns. Issues such as the growing gap between theory and practice, failure to make teachers