In Chapter two of the reading addressing the banking will definitely help the students in the education. Teachers and professors just go of what they are told do and do not really worry about the student’s wellbeing. Students go to class in college or in high school and do not really retain what they are being taught because the material that they are being taught is shoved down the students throats and they are not able to really think about what is being taught they just have to memorize the material for the test and move on to the next part of the class. Students are not able to think freely and when they do they are criticized and put down for it because in the world of teaching it is the teacher’s way or no way. In one of my classes at UCLA one of my professors would mark me down on a test because I did not do the material exactly the way she did. So I went to her office hours and told her I still got the correct answer but I had a different way of getting to it but she said that it was not the correct way of doing it. I was very upset but there was nothing I could do so I just went on doing it her way to get the grade in the class. I actually did not learn anything at all. By addressing the banking system it will help improve the education system because will not be affired to think on their own and discrimination will be less and student to teacher bases. Students will be looked at like humans with minds that are valued and not put down and they will be able to embrace their own creativity without worrying about what there grade will look like in the end. Teacher just shove information down students throats without giving them a chance to think for themselves so they have many outlooks about the world that may not always be true. By addressing the banking system it allow students to question and think about what they are taught and feel comfortable expressing themselves throughout the education system.
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ReplyDeleteI actually have a similar experience in which the TA who graded my paper didn't agree with my thesis about the material we had learned. Therefore, for the next paper I went to every office hour to consult with him about my paper. I implemented everything he told me to do, and he still gave me a low grade. I just can't seem to understand why so many people higher up in the education system insist that we regurgitate information when, in fact, they are asking us to create our own opinion. I felt that as an undergrad, majority of my lower division professors didn't really care about the learning process of their students. They just wanted to have what they taught told back to them word for word. It's very frustrating at times when you know that these professors don't care about you. My motivation to do well in a class eventually turns into just wanting a good grade, not to actually learn.
ReplyDeleteThanks Kelsey!
[I had to delete the previous comment because my name wasn't on there. Blogging is hard to understand! :]]
There is definitely a problem when we, as students, do not remember the material that we 'learned' during a quarter long class. Material that kept us up all night, that we spent hours with, that maybe even sent us to the hospital [dramatic, but in some cases true], material that we forget as soon as we walk out of the final. We are supposed to be learning this material, but to learn and retain it, we need to be taught in a different, more interactive and engaging way. The priority of the school should not be our grades, or how well we take exams, but how well we retain the information so that when we go off into the 'real world' and start working, we can actually implement the knowledge that WE SHOULD HAVE LEARNED.
ReplyDeleteNoor, you definitely have a point when you say that the priority of our education system should not be to improve our grades, but to make sure that we RETAIN the information and knowledge. Everyone always knows that you learn more from "real world" experiences than you do from the average classroom. This is because in the "real world" you are creating your own thoughts, making your own rules, and learning from your own mistakes.
ReplyDeleteI agree when you say that teacher and students should be more engaged, but I think that is too far fetch to be actually achieved; especially at the university level, students are here because they have an idea or know exactly what they want to study and work the rest of their lives. If students go to class and do not retain what is being lecture on then I believe that is their own problem. However, I am not generalizing either, I have had horrible teachers at UCLA that cannot even give a good lecture, but that does not mean that I will not learn anything from the subject that pertains to the class. Is up to the students to do the readings and seek outside sources of information to not only do good in class but to learn and not simply memorize random dates and facts that they cannot recall by the next quarter.
ReplyDeleteI agree with you both..I feel like education should be for learning's sake not for being able to hold information in your brain long enough to regurgitate it on a test at the end of the quarter. But I also understand that in today's age where our classroom sizes are getting larger and resources are decreasing it seems idealistic to think of a classroom setting where every professors taught for the sake of expanding knowledge and students learned for the sake of gaining knowledge.
ReplyDeleteI had a similar experience in Chem 14A my first year here at UCLA. It was extremely hard and a class that I definitely was not prepared for. I spent 30 hours at least studying for the midterm and final...what did I get. C. C. C. C. All C's in chem. Later I figured out that I was just not interested in the subject. But I also realized that one of the main reasons that I wasn't succeeding was because I was just regurgitating information; not actually taking the time to understand it. I feel like this is a problem for most students. In this system of education, getting a high grade or gpa seems to be all that matters; in this process, students don't actually learn the information...they just try to get by so they can get a good grade.
ReplyDeleteI think it is a common experience for every one here. In my philosophy class before, we were graded by how much out thoughts were close to professor's, not with the so-called creativity which was proclaimed by the professor in the first class. However, I cannot say I did not learn anything from that class. I tried really hard to understand why the authorities explained philosophy in a certain way and why I took the materials differently. Even though I forget most details of what I learned now, I do feel I get something out of it, such as how we should look at the world. But actually I hate memorizing, and that's why I choose math as my major. So, maybe the college is not what we think, but we still have choices. Professors are just the source or maybe the guide of knowledge, we are people who can decide how to take it.
ReplyDeleteThe banking system not only seems to occur in secondary schools, but it seems to have become the norm in every education institute including colleges and universities. Teachers and Professors present material to students which are being forced down their throat in order for the students to pass the class or exam. There is no intention of having the student actually understand what material he or she is taking in. The students are hardly able to think about it critically since the Educator seems to have everything in control and seem to present the idea of a more forced education rather than an education where one is able to freely think and criticize. For example, in college, students are bombarded with useless lecture notes and classes, especially in the science classes. Over half of the material which the students are being lectured on will never come useful in their lifetime. They don’t critically think about the material which they are taking in since it’s more of a forceful education in order to complete requirements. All that happens, is the students ear the lecture from one ear, and let it out of the other ear. There is no real long term challenge happening here other than the challenge of short crunch time memorization for a quarter or so. Therefore, the main limitations provided for the student here is, that there is no capacity for the students to critically think since they are already enforced with what they have to learn and think about. Addressing the banking system will definitely improve the education system because it will help educators, students, and the general public understand and critically think in which ways they can change the education system in order for the students to actually learn and interpret material as a challenge with critical thinking. In the end, it’ll not only help the students, but it’ll also help the educators to come out of the enforced education zone and be able to freely learn and think outside of that zone. By doing this, less discrimination is a result since there will be actual critical thinking going on instead of the memory of an enforced fact which was hardly analyzed. For example, many students are given the wrong idea of Islam today due to the fact that educators are just shoving information down their throat without having the students actually critically analyze the information. By addressing the banking system, it’ll definitely be allow students to creativity question the information they are taught and it can help reduce Islam phobia and discrimination amongst the diverse groups of people.
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