Over the past decades, teachers have been trying to create effective approaches for classroom instruction. Although until this day, there are still issues in the classroom. This is reasonable due to every student and classroom is different in the sense of how the class flows and what goes on in the classroom instruction form. According to Pinar, implementing “the currere method” can make a nurturing environment for students to learn and acquire knowledge because the classroom will flow, causing more time to be used to create, innovate and give more attention to instruction. Therefore different authors agree or disagree with many of the approaches “currere” represents and the way how it can help manage the process of learning effectively.
Currere
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This goes hand by hand with many of the concepts of Pinar's currere method. Darling-Hammond and Friedlaender state that “By knowing students well, teachers are more able to tailor instruction to students’ strengths, need, experiences, and interest.” As teachers and as academics, it is our responsibility to work towards an improved curriculum and school system together with our colleagues and administrations. As Pinar (1994) writes, “we cannot expect to meaningfully participate in the transformation of the nation and its educational institutions if we fail to authentically participate in the constitution and transformation of ourselves and our work” (p. 74). Ken Robinson gives us a whole view of how creativity plays an important role in schools and in life. In my opinion, we do not learn creativity in a traditional educational classroom. Creativity is more about experiences than it is about knowledge. Even knowledge is still very important, being creative goes beyond the limits because is based in life experiences, culture, needs, and identity as Pinar states in his currere
All students, and children especially, have tremendous talents, which are forgotten when their minds walk through the school door. Their forever developing talents and favorite interests are left for an uncreative school environment. I, for one, have always been taught and believed in an education, or following the guidelines of another, was essential in achieving wealth and success later in life. However, after listening to Robinson’s argumentative speech, I realize creativity and a valued education coincide with each other. To justify myself, creativity and thinking outside the box has led to many of the world’s advancements. Therefore, when teaching future leaders, and future generations of employees and employers, teaching creativity in a forever rapidly changing and unpredictable world would have benefits. At last, I believe that the educational system puts too much emphasis on a substantial, everyday American future over one’s happiness in a later life. Every human being is already born a unique artist, never made into one; constantly growing into a more talented
Children are born with basic knowledge, yet adults don’t always let the child experience the world to learn and attain knowledge from it. Adults teach children their ways, their opinions, their prejudice, hobbies or even trades. Throughout the life cycle we all learn from experiences. This is basically what Jean Piaget is trying to express that happens from birth. Something that starts out accidently conforms to a consciously deliberate action. I believe there is something to learn from every experience, every day, every moment or even every second. Knowledge is a person’s power that no other person can take away. Jean Piaget’s statement, “The principal goal of education in the schools should be creating men and women that are capable of doing new things, not simply repeating what other generations have already done,” appears to be good advice for new teachers. Maybe if we let the personality differences of the students come out in the classroom setting, then the children may be more involved and interested in the educational knowledge that is required with the help of the teacher’s hands on approach of instruction. One might consider, Howard Gardner’s Multiple Intelligences as well when working with and preparing instruction for the
According to him, curriculum is not a “thing” people need and need to learn. It is something communicated to children through a teacher. It should be conceived as a dynamic aspect. It should be tailored to children’s individual needs and interests making it more fascinating and meaningful to them. Keeping track on students’ progress and further development is another important aspect that a teacher should do. But how should teachers manage this? Ayers, like Ken Robinson had been criticizing standardized tests. They, and I for one, firmly believe that standardized tests play biases and do not really measure one’s skills, abilities, emotions and creativity. It kills students’ creative ideas. Ayers belief is that to reform education for the better, we must go in the exact opposite direction, away from standardization of curricula, teaching, and assessment. Educators should have thought differently about education, allowing students to tap into the motivation of students to raise student achievement and honor the diversity of students. Instead, a different sort of education, one that harnesses the intrinsic motivation and creativity of students is
...would be further motivated to love and study their subjects, and not be just thinking only about grades. If all teachers dedicate their human potential to their students, then students wouldn’t be scared to participate in discussions in spite of many stumbling barriers. The issues Ernest Boyer discusses in “Creativity in the Classroom” are of current interest not only in American educational system, but in my country as well. So,I would recommend this article to be discussed at teachers’ meetings in different types of educational institutions because the criteria of successful and creative teaching the author identifies in his article are universal and simple at the same time: just be dedicated to your job, care about your students, and don’t be afraid to learn and use new ideas in your classroom. Hence, creativity in the classroom often begins with a good teacher.
He opened my eyes to really think about how the education system is taking away children’s creativity. School systems are so focused on being college and career ready, they decapitating the creative capacities students have. I have observed personally how teachers will stigmatize mistakes. When observing a classroom and student does an art project, but the teacher takes points away because it was not what they imagined what the picture should be of. At schools today, math and language are offered at least an hour every day, but students are lucky to get an art or music class for thirty minutes each week. I think that all the tests put on teachers to prepare students has caused the breaking away from creativity even more. Teachers are so worried about getting the mandatory information to the class that they forget about the creative side of teaching. Ken Roberson explains it in a way that gets people engaged and listening about this situation without them realizing at what extent. Just like Sir Ken Roberson, I believe it is our job to educate all parts of a person to help impact the future. It is my duty to find ways to motivate my students in the classroom to be creative and create a future of people that is gaining more than head
To get better education, thinking and learning power comes from our hearts and minds. As Ho says in the article “We Should Cherish Our Children Freedom to Think,” American schools provide opportunities to students and a path to achieve their creativity, which “people tend to dismiss or take for granted” (2007, p.113). Moreover, he also raised a question if American education system is so wretchedly lower in merit, “why is it that this is still the country of innovation” (Ho, P.113)? Kie Ho believes that creativity and freedom to think is the essential part in American education system. If students use critical thinking skill to develop creativity, they can better understand the material and evaluate their own behavior and characteristics. In many other countries, education inhibited the children’s freedom to think and that repressed the development of students’ activities.
Since the beginning of human interaction, culture was a driving force with respect to language. Culture completely shapes the how and what people say to each other. Additionally, culture’s influence on language has been so powerful, that the more dominant a culture becomes the more the language of that culture will permeate other cultures that it has interaction with and subsequently comes to dominate the language of neighboring cultures. Some may even argue that language is a sub-culture of culture itself and yet others argue that language is simply a product or manifestation of a particular culture. Irrespective of the position that one may assume in this age old debate the overriding theme is culture significantly impacts language and in-turn, culture drives consequences of social institutions. I will address language as a social institution and its consequences in a separate paper.
We ignore the plain fact that students learn at different rates and in different ways” (3). Furthermore, teachers are the main source of knowledge in the classroom. When teaching, teachers determine almost everything that happens within their classroom. Including what information they have students learn, and how they pass on that information. However, over the years, it has been neglected that every student learns differently. Additionally, it needs to be remembered that it is the students who are learning. A school system is needed that can retain all students’ curiosity, individuality, and creativity. For instance, whether it is the amount of homework given, the type of test, the pace of teaching, or the style of notes required, students should not be confined to only one way of
French culture and society has evolved from many different aspects of French life. From the mastery of French cuisine to the meaning of French art, the French have changed and evolved in many ways to produce a specific modern culture, the dignified culture of the French. One thing that parallels the progress and continuation of French culture is the role of women throughout France. Compared to other nations, the role and rights of women in France were confronted earlier and Women’s suffrage was enacted earlier. The role of women in France, because of the early change in perception of women, enabled France to develop faster and with less conflict than other competing nations.
“Teach the children, so it will not be necessary to teach the adults” is a famous quote by our former president Abraham Lincoln. In modern days, we are schooling instead of educating. This produces an uninformed society who is trained to spit out information instead retaining it. My hometown, Scranton, also known as “the Electric City”, has an abundance of ignorant citizens. It was a very toxic community to grow up in. This affected the youth in the community by not projecting their potential into their minds. To have a well-educated populace, we need to make sure we graduate well-rounded youth after grade school. I believe this can be achieved by following common-core guidelines, while also striking their creativity within the subjects so that they are retaining information, not only memorizing it. I will discuss my beliefs on the roles of the teacher, the children as learners, the curriculum, and the purpose of schools in society.
...rfect method/approach. Perhaps it is thanks to our society and the current state of Chile, living under a paradigm too narrowed and outdated that teachers stick to the ‘old’ ways instead of innovating and learning about the new strategies in contemporary education. (which should be a teacher’s premise of a lifetime). If someday this was to change and our system goes beyond in the paradigm change, maybe we can contribute to the evolution of some methods, such as CLT and its latest developments in current societies due to our country tendencies in technology, or allow us to finally change the teaching focus to a more constructivist one in which contents are not presented anymore as grammatical units, but by its function. However the way it may happen, the possibilities for our society and our kids are countless, and more important, needed as soon as possible.
“Every child is an artist. The problem is how to remain an artist once he grows up.” -Pablo Picasso. This quote is pretty straightforward. It says how all children are artists and how they grow older are not an artist anymore. A child’s drawing can tell so much about what they are thinking and feeling about their surroundings. They see things differently from adults and teens because when they are drawing or doing some sort of art they are not told that it is a “bad picture” or what ever they are doing is “not right.” They don’t have a limit upon their thoughts and ideas, but when they grow up, they do. Starting from the first day of school they are taught about the wrong things and the right thing. As we grow older there are more classes that have right and wrong answers to a question like for example math. We learn to follow the steps, use the formula, and get the right answer but because of these classes we forget about the arts. If the arts are forgotten then student’s way of expressing what they feel is taken away. Which brings more pressure to students in classes like math, physics, geography, and etc. That is why schools should make arts classes mandatory because arts classes help students build their artistic and creative skills, makes them better learners, and encourages them to find other ways of expressing their thoughts.
The biggest challenge before a teacher is the presentation of a lesson. If a lesson presentation is effective, students can reach the goals of life by acquisition of knowledge; and if the teacher is unsuccessful in his presentation, it is impossible to achieve the educational objectives. The method of teaching is directly related to the presentation of the lesson. The method of teaching depends on the nature of the subject, and the tact of the teacher. This essay is aimed at assessing teaching methods and strategies used in schools and discuss innovations that should take place to make them more effective and learner centred. Brandes and Ginnis (1996:167) acknowledge that the movement from established well-known ground to explore new teaching strategies is a tough challenge to teachers.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.