Critiquing education Paper, outline and thoughts

Ken Robinson once said that, "people grow out of creativity." He believed that the K12 school system oppresses creativity and diverse ideas in children, and makes many singular thinkers believe that they are unintelligent. In our modern world, the K12 curriculum puts math and science as our top priority, and cuts financial aid to art programs the moment it is in need of funding. The few schools who claim to encourage creativity do it in a controlled manner, telling a child to be creative as long as they follow their rules. While concrete subjects suited to logical thinkers are crucial to progress and invention, so is more ambiguous and creative subjects. Creativity is not only self expression, but a way to define ourselves as humans, and the K12 school system needs to recognize the importance of this gift and encourage it as a core part of achieved a rounded education. Creativity is primarily usually associated only with the arts, but it is even broader than that. Every time you express an opinion, be it genius or misguided, people are being creative, and that defines us as a diverse group of people. School systems need to rethink the way they educate children, to stop looking for specific traits but embracing and encouraging a diversity of genius while allowing children to express themselves and their beliefs in the classroom.

http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html 

Freire, Paulo. “The Banking Concept of Education.” Pedagogy of the Oppressed. New York: Continuum Books, 1993. 

1. "The bottom of every school system is art." and "Intelligence is diverse and dynamic... and distinct" (How school kills creativity, TED talk, Ken Robinson)

In his paper The Banking Concept of Education, Paolo Friere states that in the classroom, "Narration leads the students to memorize mechanically the narrated content... turns them into 'receptacles' to be 'filled' by the teacher." Friere refers to lectures as just another way that students are conditioned to become great test takers, proving their intelligence on a Scantron sheet and ability to consume temporary information. Simply absorbing information without truly understanding it is not an effective way to learn, since students are not acquiring a deeper understanding of a subject to be able to apply it later in life. In her article ____ bell hooks affirms that "Schools shun independent thinking, and by the time the student reaches college, they come to dread it." She explains that children are predisposed to be critical thinkers, and begin life wanting to pursue knowledge. A stranger to the K12 school system might walk into a school, note the 'be yourself' and 'your opinion counts' posters on the walls of just about every classroom, and believe that our education system prizes free thinking above all else, but the opposite is true. Classrooms prize unique ideas, as long as the idea is correct in the opinion of the majority of society, or the one grading their work. Oral presenters such as Ken Robinson believe that children should be allowed to express their ideas, and if they are wrong, they should not be bashed for being incorrect, but encouraged to find the truth. This allows students to believe their ideas are worth hearing, which spark confidence, not only creativity.     

4. John Gatto "against school" "I taught for thirty years... and during that time I became an expert in boredom." and claims that schools are designed to make sure that no one ever really "grows up." Schools create people that follow trends mindlessly and don't have singular thoughts that allow them to ask questions and to improve themselves and they community. Some might think this behavior has nothing to do with oppressed creativity, but it is actually the core of the evil it does to children. When children are encouraged to be creative they are being encouraged to think for themselves, which not only is reveals through their artistic endevours but their ability to become free thinking citizens.

5. Keith Gilyard,"The common good. Creative arts programs are integral to this vision." (Children, arts, and du bois, keith gilyard)

(Children, arts, and du bois, keith gilyard) http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html

Freire, Paulo. “The Banking Concept of Education.” Pedagogy of the Oppressed. New York: Continuum Books, 1993.

1. "The bottom of every school system is art." and (How school kills creativity, TED talk, Ken Robinson)

Chalk Real Time Notes

• -Follows the story of multiple teachers and an assistant at a high school who approach teaching differently.
• -Inspired by the experiences of the directors of the documentary.
• -Takes on a more realistic approach to teaching and wants to outline some negative aspects of teaching that many students experience. 
• -In my essay, I'll probably mention that teachers should show more respect to their students, because teachers respond to high expectations.
• -Mr. Lowery, Mr. Stroop, and Coach Webb are the main teachers who teach at a TX high school. Mr. Lowery is starting his first year of teaching, and struggles to create a positive classroom environment. His students become frustrated with him and try his patience. He begins to doubt his abilities and cannot relate or relax around his colleagues. 
• -Mr. Stroop is an experienced teacher, and wants to be voted student of the year. He has his students help him achieve this goal by promoting his campaign, even though no one is impressed by his or his students academic achievements. 
• -Coach Webb is the gym coach and tries to find new and different methods of making her class more interesting. 
• Despite being of a boyish nature she insists she is heterosexual, and takes the school rules seriously over all else.
• -Meanwhile Mrs. Redel is the new vice presidents and experiences a lot of difficult situations and long and tiring work days during her first year, and ultimately regrets becoming a ap.
• -By the end of the year all the teachers learn lessons, and while some are ready for the next year some like Mr. Lowery is unsure of his abilities as a history teacher.  

Paulo Friere and John Gatto

Paulo Freire and John Gatto agreed that school is not a stimulating environment and that information is taught in a way that does not allow students to apply what they have learned. Friere says that students are part of a “banking concept of education”, and that all students do is soak up the “content of the teachers narration”.(Freire, 1) These children, or 'receptacles', are expected to use this information on tests and quizzes without truly understanding what the have been taught. Therefore, they graduate for school without developing skills they might need as adults, and are almost like 'robots' who can only process information without truly understanding it. Friere state that “The more students work at storing deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world.” (Freire, 2). Gatto's agrees with this, stating that, "Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers' lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there." (Gatto 3)  and that "Could it be that our schools are designed to make sure not one of them ever really grows up?" (Gatto 4) Gatto's means to explain that schools do not allow children to think like adults, just like Friere. Gatto, however, takes a different turn when he talks about how the american school system came to be and its goal to create mindless and consumer citizens, saying "But what shocks is that we so eagerly have adopted one of the very worst aspects of Prussian culture: an educational system deliberately designed to produce mediocre intellects, to produce mediocre life, to deny students appreciable leadership skills, and to ensure docile and incomplete citizens in order to render the populace "manageable." (Gatto 11) 

How did your high school experience compare to Gatto's claims?

Even though I have had some very great teachers during my K-12 years that have inspired me, I have to admit I agree with some of Gatto's observations about classrooms in particular. When I was in school I usually felt quite bored and lacked any stimulation to motivate me to learn, and found that I loved learning on my own, not in the classroom. I also felt that many of my teachers lacked motivation, either they never liked their job in the first place or quickly burned out, and did not have an interest to learn more about their subject. I think I came into school at a disadvantage though, because I had been home-schooled up to my last years of junior high, and was used to a dynamic learning environment of creativity, calm, and movement. When I first experienced public school I was astonished at the amount of the time wasted in classrooms, and that children were so disrespectful to their teachers and lacking any interest in learning. I couldn't relate to this, because my mind revolved around learning, but I quickly became disinterested in my schooling, despite a few classes that were given by talented teachers. Gatto repeats that boredom is a large part of daily life in a school, and I have to agree that public schools need to make an effort to cater to new generations of children and their learning interests. I also agree that as Gatto states that schools suppress originality, because my earliest memories of school are teachers telling me to follow directions exactly even though I was sure my way was more original and just as effective. I think it is imperative that we reevaluate our education system as a whole. The US has some of the poorest academic achievements in K-12 schools compared to other countries, so I think that is proof enough that our system needs to be rethought completely, and that Gatto is on to something.    

Observation Paper 'Two Educators'

Excellent educators are known to motivate and inspire students, helping them to unravel new skills and find joy in learning. Many believe that dynamic teachers are fundamental in encouraging children to seek higher education and appreciate life-long learning. Each instructor has a different method of teaching, but if they all truly care about the future of their students, they will make a lasting impact. Some teachers might prefer rules and regulations, others creativity and passion, there is no exact mold that makes the perfect mentor. Different teachers give variety and new perspectives to a school and their students, and each has something very important to contribute: to pass on the knowledge of their subject to their students. A great teacher is someone who puts their students above themselves. Two very different teachers with contrasting styles are Mr. Keating from Dead Poets Society, and Mr. Peck from W.T. Sampson High school. While Mr. Keating was an enthusiastic, radical, and perceptual teacher that recognized the importance of self-expression, Mr. Peck preferred rules, control, and unanimous opinions. 

                Mr. Keating was an enthusiastic English instructor who liked to put a spin on the standard teaching method. While the other teachers at Welton Academy embraced the strict methods and policies of the academy, Mr. Keating preferred to be radical and spontaneous. On the first day of school, he had his class tear out the first pages of their English textbooks, and told them that they must take control of their own lives and live them to the fullest. He tied this concept into his subject by teaching that poetry can bring joy to life, open your mind, and consequently making you more attractive to the other gender. He believed the most important thing about success in life is recognizing your need for self-expression through poetry and language in general, and he taught his students this by encouraging them to write their own prose. When he noticed one of his students was unsure of himself and did not wish to read aloud in class, instead of ignoring him Mr. Keating challenged him to confront his fears and insecurities, and recite his own poetry for everyone to hear. Mr. Keating could perceive when his students were having trouble with their parents or doubts about their future, and he used his love for poetry to encourage them to find their own path in life as an individual. During his classes, Mr. Keating liked to use humor to relax his students, twice pretending that he was a game show host, and even encouraging them to go outdoors and express themselves through sports and creating clubs like The Dead Poets Society. He used these tactics because he did not wish the atmosphere in his classroom to be tense, but a place of refuge that allowed his students to connect with their inner artist and find passion in life. When asked by one of his students, Mr. Keating admitted that teaching was his passion and that there was no other thing he would rather do. By setting an example of what it was like to live life to the fullest, Mr. Keating inspired his students to follow their interests instead of their parents and societies expectations of them.  

            Mr. Peck was an 11^th grade math teacher in W.T. Sampson High school who believed that his classroom should be as orderly and predictable as the subject he taught. He was a small round man with sparse hair who preferred silence over discussion, and believed that math was the most important thing a student could learn in school, and in life. On the first day of school he told his students that this might be one of the hardest classes they will ever take, but if they are willing to work hard, they will pass with flying colors and be well prepared for the SAT math test the next year. At first, Mr. Peck was disappointed that his students had such poor math skills, but believed that with enough practice he could turn them from incompetent to masters of Algebra II. He liked to give a solemn lecture on each lesson at the beginning of the class. If a student interrupted or wanted to leave the classroom momentarily, he would become quite annoyed. He believed that his students wouldn’t learn if they were not given rules on how to behave and how to do their homework, and that he must control his class at all times. Students could not raise their voices or leave their seats, and were penalized if their homework was not done. He did not believe in children expressing themselves because according to him life should be like math: controlled, stable, and dry. When he posed math questions to his class, he didn’t want to hear anyone call out an answer until the entire class had come to a unanimous decision. Mr. Peck would then say that because math has only one answer, his students should have one as well. Despite his harsh manner, Mr. Peck’s tactics proved effective. Even though none of his students liked his class, they did not wish to fail and therefore worked very hard to please him. By the end of the year they were scoring extremely well on their exams, and would later feel more confident than ever during SAT testing. Mr. Peck was brash and hated disorder, but he was undoubtedly a master in his field. Few liked him, but many respected him for teaching them that math is not as intimidating as it might seem, and with practice can be conquered.              

            Mr. Keating and Mr. Peck had two very opposite opinions about education. Mr. Keating believed that the most important part of learning was finding passion in a subject, and that poetry was a beautiful form of human self-expression that should be cherished and rejoiced. Through dynamic teaching and encouraging his students to be themselves instead of conforming to societies expectations, Mr. Keating earned love and admiration by his pupils. Mr. Peck sensed that his students would only learn through rigorous practice in a controlled environment, and believed that students could express themselves anywhere but in math class, where he expected them to be quiet and studious. Despite their differences Mr. Keating and Mr. Peck had something in common. Both of them wanted to teach, and their students to learn. They also were able to cater to their environment, and taught according to the different situations of their students. Mr. Keating saw that his students where under a lot of stress and needed release, while Mr. Peck knew that his students might not work very hard if he didn’t give them a lot of rules. Both of them also recognized the importance of lifelong learning, and wanted to encourage their students to work hard and consequently pass their exams. While Mr. Keating wanted his students to find their inner voice, and Mr. Peck wanted to silence it for the duration of his class, both where very knowledgeable about their subjects and where able to effectively teach their students. While most students might prefer Mr. Keating’s teaching style, it would hardly be effective when teaching such a staunch subject as math. Mr. Peck could not care less about poetry, but was able to help his students polish their math skills and score high on their annual exams. Mr. Keating and Mr. Peck were two very different teachers, but both believed in one thing: the impact that education can have on willing students. And they succeeded.                  

ROUGH DRAFT of Educators Essay

Good educators can motivate and inspire students, many times helping them unravel new skills and sometimes even change their perspective of the world. I am happy to say that my experience with educators, both in elementary school, high school, and beyond has been extremely positive. The only time I found my a teacher to be simply average was in elementary school, where I was in and out of public schools a lot because my parents moved to a new naval base every few years. This all changed when I got to junior high, and later high school. Here I would come across some of the most inspiring people I have ever met, and this trend would continue even beyond grade school. The two teachers I chose from my past that were some of many examples of great educators would be my junior high biology teacher Mrs. Janie, and my sophomore Algebra teacher Mrs. Steel. These two women used kindness and patience to inspire their students along with their love of learning, and in the process revealed the infinite possibilities of education to me and my classmates.

Mrs. Janie, a small woman known for her bright red hair, taught me biology during my first year at a new school in central Washington. She started the first class by telling us that she knew many of us are afraid of doing something wrong in her class, to say the wrong thing or fail at a science project. She assured us that this was going to happen, that sooner or later we would make a mistake, and that it was perfectly fine. Mistakes are natural, you’ll miss directions or you might forget to add something to your project, but that’s okay, she had said. Even though this might seem like she was setting us up for failure, I found it very comforting. I, notoriously being the one to fumble my assignments, felt that she was communicating something very comforting to her class. When my first science project came around and I was unsure how to complete my diorama of a habitat, Mrs. Janie paired me up with a girl a little older than me that had made similar projects before, and together we got a good grade on the assignment. This girl would later become my best friend, and we would from then on do all our projects together. One day, when we had all been struggling to understand the parts of a cell, Mrs. Janie said that she would dress up in a funny costume and come to school if we all studied hard and got A’s on the exams. Sure enough, after test day she came dressed like a banana, and we all had a laugh. Throughout the biology course, Mrs. Janie revealed to me that science is not something to be afraid of, but an interesting field that simply needed to be approached with patience and an open mind.

My Algebra teacher, Mrs. Steel or ‘Peachy’ as she was nicknamed, was a very important teacher in my life because she taught me that math was, believe it or not, very fun. Until I took her class math was a constant struggle for me, and I squirmed whenever I had to solve even the simplest equations. But ‘Peachy’ changed everything for me. She was an incredibly strict teacher. She didn’t like her students to become rowdy and always gave her lesson in a solemn tone. Even though I was at first disconcerted by her teaching style, I late found it the best way to learn math. Her thorough and step by step examples helped to polish my math skills and give me confidence. Everything wasn’t perfect from the beginning, though. During my second test I blanked out and wasn’t able to remember anything I had learned! I have test anxiety and can usually control it, but at that time all my calm alluded me, and I wasn’t able to finish the test in time. I was so disappointed in myself and felt that I had failed my favorite teacher, but when she collected the tests she hugged me and told me that everything would be fine, and I would try again when the next test came around. To say the least, I never studied so hard in my life! Thinking of it now takes me back to the movie Stand and Deliver, where the teacher’s high expectations of his students inspired them to raise to the challenge of passing his class. Mrs. Steel’s expectations of me surly inspired me as well. When the next test came around I was anxious, but I kept calm and completed it. Mrs. Steel told me the next day that I had aced the test and she was very proud of me, and I felt like I had finally conquered my fears of Algebra! Mrs. Steel was not only a great teacher, but she helped me develop my math skills, which would forever assist me in my future math and science courses.

Mrs. Steel and Mrs. Janie were both very similar, and different, teachers. In comparison, the ways they treated their students were identical. They were patient with their students, giving them time and resources to do well, and they were always motivating us through their own examples. In contrast, Mrs. Steel was stricter and had a solemn personality and liked her classroom to be orderly. This was positive because it involved an orderly subject: math. Mrs. Steel didn’t make a lot of jokes, but was always kind. Mrs. Janie; however, enjoyed a casual classroom setting and liked to add humor to her lessons, and especially didn’t mind her students expressing themselves. Unfortunately, after taking their classes I moved away and didn’t see either of them again, but I hope to one day go back and visit, and tell them how important they were in my life. I don’t know if they realized this, or how many teachers in general do, but a good educator can change your perspective on your life. After taking Mrs. Janie’s Biology coarse I would forever by amazed and interested in animals and plants, and even contemplate studying it more later on. Because of that class I volunteered at a vet clinic that summer, and got to spend a lot of time looking a skin samples of pets, which I found very interesting and was able to apply what I had previously learned. Even though I still prefer other subjects to math, Mrs. Steel erased all the fear of numbers I had inside of me, and gave me confidence in myself and my abilities. No matter how much you dislike it, math is a very important skill that either be a life-long pain or pleasure. Though I cannot say I quite find pleasure in working math problems, Mrs. Steel showed me that it didn’t need to be a pain, and that if I mastered basic algebraic math I would be unstoppable. I can relate myself to the character of Todd in Dead Poets Society, because he was weighed down by fears and found release in a positive educational environment. Even though my only fears was my inability to master a subject, I found that these two great educators helped me be less stressed, and made a great difference in my life.                     

Comparing and Contrasting/Opinions of Teachers from Stand and Deliver and Dead Poets Society

Comparisons:

-Both teachers use new and unique methods to teach their students that stands them apart from other teachers in their schools

-Both receive criticism from their colleagues.

-Both must deal with a wide range of personalities and forces in their classrooms

-Both are loyal to their students and  love teaching

Contrasts:

-Mr. Escalante's class is made up of poor Hispanic children who have mostly low grades, don't have means or motivation to work hard in school, lack encouragement from their parents, have experienced racism, and are unsure of their futures.

-Mr. Keating's class comes from rich Caucasian families that have come from academically successful families, feel a lot of pressure to be top students at their school from their parents, and have been predestined by their parents to be great scholars and businessmen. 

-Mr. Escalante must show his students that he has high standards to make them work hard, while Mr. Keating almost does the opposite. He wants the boys to disconnect from pressures of family and try to find their passions. 

What are your opinions on Mr. Escalante?

     I think Mr. Escalante was a very strict teacher with very high standard, and I think he might be too harsh if he was in any other situation, but I think the students he had would only respond to a teacher like that. Even though he had a hard time finding balance between his teaching career and his family, I think he made a difference in those kids lives.

What are your opinions on Mr Keating? 

    Mr. Keating was my vision of a perfect teacher. He did not put his students on the spot or pressured them until he knew they were ready, and gave them time to discover themselves and find once again passion in life. He could truly empathize with his students and knew the pressure they had on their shoulders, and was trying to redefine their views of what is success: not money and pride, but joy and indescribable passion. 

Audre Lorde's perception of her teachers

Audre Lorde reveals her school experiences in her book Zami, a New Spelling of My Name. While she has some positive experiences with teachers, she also finds high school to be a judgmental place. She illustrates her first impression of school by admitting that, "But in high school, my real sisters were strangers; my teachers were racists; (58)" this reveals her perception of her teachers, but as she also states earlier, "If you can't change reality, change your perceptions of it." (18) so Lorde makes a tough situation into a opportunity. She makes friends and becomes an editor of the school newspaper and writes poetry. Even though this situation eventually crumbles following tragedies, Lorde is forever inspired by learning, spurred on by her very first yearning, "I want to read." (23). I think this reveals that the character had a deeper sense of the world and a greater intelligence and understanding of herself and others. I think one of my favorite passages by Audre Lorde, from other parts of her works, is “I was going to die, sooner or later, whether or not I had even spoken myself. My silences had not protected me. Your silences will not protect you.... What are the words you do not yet have? What are the tyrannies you swallow day by day and attempt to make your own, until you will sicken and die of them, still in silence? We have been socialized to respect fear more than our own need for language." I think its beautifully written and I believe its true.