No Student Left Behind

The primary role of teaching is to facilitate learning. What is currently happening in many schools around the world is that professors believe their job is to structure and deliver material, and that students should orient themselves to suit the professors’ way of teaching. I believe that one of the challenging key roles of facilitation is to ensure all students are on the same page. Ken Robinson states that “kids prosper best with a curriculum that celebrates their various talents” and Michael Welsch’s states that it is important to get more personal with students that seem to be different, especially when 10% of students are being diagnosed with attention deficient disorder (ADHD) (Robinson, K., 2013).

This brings us to the conclusion that no student should be left behind just because they require different strategies or different techniques to connect. Students place high expectations on professors to “light their spark” (Robinson, K., 2013), but the systemized learning that schools and universities implement sets up a barrier between what students are being taught, and how their talents can be exploited.

Teaching is an artistic profession. It’s not only a way to pass information to students, but rather a way to mentor their education and get more personal with them, allowing them to shine in their own way.

Bibliography

Mike Wesch, What Baby George Taught Me About Learning

Ken Robinson – How to Escape Education’s Death Valley

About Dalya

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  1. I like your phrase that teaching is an artistic profession. I agree that it is much more like jazz (fluid, improvisational) than marching music (linear, precise). I personally would like to see a re-evaluation not just of teaching but of all work in the modern economy that recognizes all jobs ought to be creative and artistic in the same way. I find teaching to be the least dehumanizing work environment I’ve yet encountered and I believe everyone should have the opportunity to find meaningful work.

    1. I agree. I’ve always felt that teaching was a call I had to heed — a vocation, whereas I approach my discipline (History) as a craft. But yest to teaching as an art as well — at least we should aspire the that. May it be more than “the least dehumanizing” work environment for you, Jake!

  2. Dalya! First I would like to say, well done on customizing your blog! This looks great!

    I want to say I appreciate your remark, “[teaching is] not only a way to pass information to students, but rather a way to mentor their education and get more personal with them, allowing them to shine in their own way.” In my opinion that’s what teaching is really all about. Mentoring your students, guiding them to the final destination; they can take whatever route they please to get there.

  3. I like your slogan “no student left behind”, especially the way you interpreted it. I think every student should be valued and appreciated to inspire them to pursue what they like and what they are good at. And also I feel that new generation of faculty members should have a designer’s mind to help design a suitable developing plan for every student in their class. I know it is hard when there are a lot of students in the same class, like the undergraduate study phase, but it is still worthy to try to get to know every student and teach them, help them the way they want.

  4. I do agree that the current systemized learning structure creates a barrier for not only students but their professors. I have even found that myself to fall into that trap as a student in engineering classrooms where I walk in and just expect the professor to spew all this information at me for me to catch what I can or deem important to me because through all my years in the U.S. educational system that’s what I’m been trained to expect. But that’s not where/how learning occurs. Because of my experience, I’ve found myself looking for ways to break down that wall – to knock my student loose from that mindless way of learning – in the beginning so that, at least in my class, they know that we’re going to be learning together, that they each bring something else to the table – so that they might leave my class with more than just information but knowledge.

  5. It sounds like, until less focus is placed on standardized exams the focus of standing and delivering cannot be separated from the idea of teaching. When I read your sentences “…professors’ believe their job is to structure and deliver material..” I thought to myself do professors really think this or are they not bothered enough to actually facilitate learning. To me it seems that at the university level there is not much emphasis placed on teaching so professor tend to not care as much. For example my adviser always tells me that as long as you are doing research, graduating PhD students, and are not the absolute worst professor in the department when it comes to teaching than you are in a good position. That just sounds crazy to think that you could do a lousy job at teaching, but still be great professor.

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