News networks and teachers: trusting teachers too much?
News networks are relevant lobbies of information. News brings newfound knowledge to the tuned listeners. The audience is limited in their knowledge of the outside world. The audience is the ignorant student unaware of the current events occurring throughout the world. News is a daily education of the surrounding happenings. People tune in to learn and gain a better understanding. Recently, news stations have received a bad reputation for their false reporting. They have abused their power, shifting from information forums to entertainment. News teams have lost their educational edge lending an ear to the primary professed educators. Teachers have an important role outside the limelight of televised content. A role that provides more than information. A role that shapes the future.
Losing their credibility has greatly disturbed the public’s reception of information. Doing so sceptically with an eye for deception. A teacher has immense power to shape the student’s mind. A student is humbly dubious to the world. A teacher provides that necessary knowledge for them to grow. Yet, this knowledge is educated specifically. Every teacher has their method of teaching. Even for a subject as objectively universal as mathematics, the syllabus will differ from teacher to teacher. It is a combination of ability, comfortability and efficiency. A teacher must teach through his/her strengths. How they orient their courses are their own for their betterment and the student’s. In their autonomous coordination they supply the material. Varying math teachers will elucidate differing methods of solving a problem. Mathematics has not changed in millennia and yet the adult generation solves equations differently than the younger era. The teacher must understand the class’ capability and capacity to grasp the information. Teaching is not preaching. It is relaying information that can be easily internalised. Teaching requires learning. If the student does not comprehend then the teacher cannot be considered teaching, he/she is simply speaking.
In day-to-day dialogue a teacher has taught a lesson if he/she held a class and conveyed the information. Teaching is synonymous with explaining but this is wrong. It is more similar to instructing. Reason being the relationship between the instructor and the instructed. Something is not really taught if it not learned. Teaching is conveying the information for the student to understand and respond in his understanding. Parenting is the same way. Barking orders at children is not the same as children following parental requests. The symbiotic relationship between the giver and the receiver is necessary as the relation is more than just knowledge. It influences the receiver. A teacher’s power in formulating his/her sessions can profoundly inspire students to live accordingly. A high school history teacher teaching the Cold War in the US will portray the same narrative as a Russian teacher but in their embellished way. A science teacher in his/her discussion of nuclear energy can argue for or against its use. Ideally, either one of these teachers could provide the entire narrative for students to decide but even so, teachers are only human. They are biased and will inevitably leak their perspectives even if not in their totality.
Parents entrust their children to these teachers/institutions. The teachers have a grave responsibility to mould their adopted children on their parent’s behalf. Teaching ability requires internalising the lesson and relaying it conceptually for the student. The teacher has a special gift, the parent either does not have or does not have the time to spend. Either way, it is the teacher’s talent to relate to the student. They are in charge and are to be dually respected (with obvious reciprocation). The children have been put in their care as students. To learn and it is their job to fulfil that faculty of the child’s growth. Teachers watch their students grow as if their own children. With knowledge comes maturity and growth. It is no surprise students return to visit old teachers to pay their respects. The teacher is also overjoyed to see his/her previous students excelling afterward. There is a unique relationship between teacher and student that a parent may be lacking. Parents potty train, bike ride among other essentials. A teacher is designated to begin where the parent left off and raise them to their fullest potential. To provide the tools not gleaned at home.
A connection is struck between the educator and the educated. The teacher is accountable to the student and vice versa. Is not solely a job to fulfil but an experiential flow. The encounter is one that transcends the moment. While any exchange is an encounter in of itself. A consultant who advises a company on the next step is instructing the company how they should act. Providing them unknown knowledge. Consultants can in theory also be teachers. Yet what differentiates is the teacher’s job description. Ideal motivation is to grow the person in valued knowledge not profit. This is not merely a matter of semantics as there is a difference between the teacher-student and consultant-company. There is an internal frame that engulfs the spatial relevance of student reliance. The student perceives the teacher as a mentoring parental figure. The educational goal is not acquired knowledge itself but how that acquired knowledge manifests. Critical thinking in child development is the perennial outcome. More than the class syllabus is the lessons attained. Not recalling the paper nor the grade on Geometry exam but the valued ethic executed. As well as that relationship with a teacher. Submitting to an authority with less rebellious boldness. Scores of related drama.
Relationships eclipse in the mutual commitment. Children do not play well with authority. Information is a tool of power lording over the youthful insolence. The genius refracted into emotive succession is carefully subdued in the student’s soul. The stubborn student may not adhere to the teacher’s tireless attempts or a tempered teacher’s incapacity to educate properly. There is no perfect paradigm. Yet the classroom is a moment of communion and relational development. Both gain from one another. The connection enables children to comfortably ask questions broadening the teacher’s mind. The equation may swap instantly momentarily for the teacher to become the temporal student. Enjoying the queries to hurl back responses in kind. The flow of communicative knowledge is freely woven in the classroom. Student’s may ignore but the rules of the session enable fluid information free to acquire. It is in the air ready to be grabbed. For the passionate teacher and the impassioned student a link can strengthen as they challenge one another. Participating and involvement desire more of the teacher’s self. Forcing more engaged exertion. A magnetic encounter marshals the experiential spirit between the two betrothed.
Experiential connection and informational reliance building character puts the ball in the teacher’s court. Once she has the student’s attention he/she can play the game as he/she likes. It is his/her decision as the primary educator once the strings are attached in the guidance model. A teacher’s connection is fuelled by their personalisation. A revered mentor by students is a moment of clarity and decisiveness. Entering the frame as a relatable honest educator is necessary but it also binds students to the teacher’s whim. Th teacher possesses the student’s soul. The dependence is responsibility to be accounted or exploited. The personal attraction is burdened by an ideological laced message. The lesson is conveyed in the teacher’s frame. The frame game succinctly traps the student in the teacher’s making. His/her perspective will be bottled down the student’s throat. The student only attains what the teacher has provided. Isolated from parental supervision the more knowledgeable teacher preys on the student's open-minded ignorance. Protected by the institutional board, the teacher sways with little fear of repressions. The student's innocence is compiled with echo chamber messaging. His world is nested with monistic signalling. Graciously accepting the information has the totality of genuine administration. A hoax funnelled as verifiably stamped.
Passionate attitudes are misdefined. The teacher is not intentionally deceiving the student. Yet is unaware of the student’s delicate nature. The ignorance and absent minded, will receive earnestly that which is supplied by a revered mentor. It is a misapplied use of skills. The political banter of the teacher is not disorderly outbursts but impassioned brazenness. A defence of the social troubles. The youth are the most easily manipulated to take up causes they know little about. A simple push for passion will bolster their support. Their monolithic monolingual outlooks narrowly embolden their narrative in their pursuit of justice. The young are empowered with a concern for empowerment. They are strong in need of focusing their intensity somewhere. Showing up for a worthy cause with lacklustre information only creates unrealised bullying. Students warped into their teacher’s fixations are visionary delusions passed on to immature novices. Noble attempts without a fuller picture due to an utmost trust in educational elucidated implementation.
Innocents are to be trained to critically think over archiving information. It is not a bank vault of classified information to use as evidence against the perpetrator. Instead information supplied to then challenge. The student in his relationship with the teacher not submit like a pet but push back like a child. Challenge the mentor. Do not them overwhelm with their propaganda versions of the truth. It is never as simple as it seems. Education is not about accumulated information to spit back on paper. Much of contemporary education is of this metric. There needs to be a simple easy way to track success and knowledge. A way of crude classification. Teaching information for the student to spit back is a waste of potential. Most students forget the information right after the exam ends. Studying solely for the mark of coded memory. Ironically, mathematics does this well by teaching how to solve a solution. Teachers do not use the same problems from the textbook or class. Instead, they lend a new problem for the student to implement the equation learned to figure the answer. While the formula is spit back on the exam, the differing examples and show work premise attempt to add nuance. It is not perfect but it is a step away from the recollection tent. History teachers must cease asking for dates and ask students what can be learned from this date. To use the information for more than memorisation.
Zoom classes during covid forced teachers to seek new methods of testing students on their learning. Many shifted to papers with applied critical thinking tactics. Yet with covid coming to a close and returning to the classroom, many have reverted to the split back format. An undeniably lazy and dubious metric of excellence. Applied learning is the sole model of demonstrating to the teacher that their lecturing was warranted. Internalised information is wielded well in critical expertise. Not everyone is a good writer but it is the attempt to convey the received data in an analytical way. Student growth is not measured by gigabytes of compressed data but capable application. A successful teacher breeches the minute details of the lecture for more extensive radical discussion of the topic. Open and available to write and grade exams. To see how her education inspired her students. How they wrestle with the information instead of reading from notes. Veering tangentially for an all-encompassing sermon. Perpetuated development is applying values and skills to every discourse. Interacting with the world and executing properly. The information garnered rarely matters for the profession, it is the skill that is necessary.
Committed teachers concerned for the student’s success will put in the work to ensure excellence. It requires more on the her part to cease with meagre attempts and elevate the student. Student autonomy must respond to the frame. The teacher provides the angle and it is the student to shoot back with an inquired respond. The reply is a measure of respect. Receiving the information and responding straightforwardly. The relational axis acts as a barometer of student dependence as well as teacher engrossment. Passionate teaching must supersede textbook dictating. It is the exposure to vast plurality. To mass information. A group experiment of social relation and improvement. Student dedication furthers as long as their sentimental devotion. Laced lectures with something to be proud of. Sceptic attitudes impassioned to receive and reply. To enjoy the romance of learning.
No comments:
Post a Comment