Realizing that I haven't posted in several weeks (what seems close to a month), I would first like to apologize to those who were interested in my postings and hoped to read more on my thoughts. Unfortunately, my life has gotten busier than usual, and due to school as well as extracurricular activities, I have been unable to find the time to write on this blog. An additional fact to add to my excuse is my laziness and my inability to control myself from going to websites such as facebook and waste my time.
My apology being written, I feel that there should be a one sentence update, to make sure that everyone understands that my circumstances have changed from when I first started writing. I have reconnected the internet back at my house (yesterday morning) and developed closer friendships with many individuals. Through my break from writing, I've been listening to the viewpoints of many students, educators, and my mom to understand the flaws in my views, and I hope to use my wider span of information and insight to mold my views toward the education system.
Getting all those formalities aside, the reason I felt compelled to write today is a topic that has actually been on my mind for sometime. It seems that the some of the most intelligent people that I know do not remain in the "Honors", "AP" or "IB" program. Those who I view to be the most intellectual people tend to end up being viewed as rebellious and provocative, going against authority, and are looked upon as the problems of the classroom. I place people under the category of "most intelligent people that I know" based not solely upon their knowledge, but also on their desire to learn more than what they know as well as the ability to apply the information they hold. These individuals are able to have conversations on topics they enjoy for hours at a time, and can hold intelligent debates. They have a strong position on a matter, or if they do not have a position, have a concrete reason they don't have a position. The ability to apply the information, in my opinion, is the crucial factor in determining a person's intelligent. And when I say apply, it isn't the ability to regurgitate a fact in history: that World War I was ended on the e 11th hour of the 11th day on the 11th month. In contrast, those who are able to see the importance in the knowledge that they hold and apply their knowledge in either everyday life or in dicussion are ones who are the most intelligent.
This being said, it is no wonder that those who are the most intelligent are not in the honors classes. In my opinion, the honors classes are not classes for those who are intelligent but are able to play the education system to the greatest extent. In their case, they know the information that is necessary to get into these high level classes. That is, they learn solely to get into high level classes. The information they know is, in most cases, less than those who I consider "Most intelligent." If they know more, it is mostly useless facts memorized through some method of rote learning. They are unable to find the purpose of their learning and there range of information is very narrow. To not question the information that is spit out at them, "honors" students are many times trained to regurgitate information, the products of a primarily lecture-based education system.
The students who are able to apply and find the importance of their information and have opinions often thrive in an active-based learning environment as well as an outcome-based education school system. Debates, class discussions, and arguments are like fertile soil to baby plants. Unfortunately, these very students were born in the wrong place at the wrong time. Currently, our education system is somewhat rote memorization (although significantly less than nations in Asia i.e. South Korea) and lecture/passive-based learning. Lectures, note taking, and regurgitation of information fall under this category. When looking at the big picture, it is efficient to take the second approach: it is a faster way to teach large amounts of material in a shorter amount of time. However, it is clear that these "honors" classes are not a true checkpoint of intelligence, rather a category of how well students are playing the system. To treat is as such and degrade people based on the heirarchy of education they stand at is in itself incorrect and many times problematic. In my opinion, to have an education system in which students are actually taught to apply information and understand the purpose of learning is more beneficial to society than the one that is set in place today. Some may call me an idealist, but in reality, it is just a hope I have. In reality, the best I can hope for is an education system in which teachers do the best they can in order for students to become what I consider "most intelligent." However, teachers must look to efficiency to maintain their jobs, and thus such change is very unlikely to happen.
Hopefully, this was a good return story.
-Simon Rhee
Friday, March 6, 2009
Monday, January 19, 2009
The Learning Crisis
Starbucks Location: Off of Associated and Imperial Hwy - next to the Borders
In my previous post (The Pointless Existence of Finals) a reader posted a comment that I think brings up valid arguments about things that I said
For all the lazy readers who don't want to look through the comments here it is:
I understand this perspective, that the finals acts as the machine that divides the good from the bad. The ones who will strive to get the 'A' from the ones who don't care or are too lazy to act upon their thoughts. Yet, by stating this, it seems that the finals system is DESIGNED to act as a filter for the successful and unsuccessful. There are several problem with this way of thinking:
Before I begin, I would like to state that I am writing from the perspective of a public high school student. Obviously, the topics and ideas that I bring up in my posts may not apply to private schools in general. However, I hope that there is enough crossover between public and private for people from both sides to understand the points that I bring up.
Due to popular request, this post will be divided into several different posts so that people are able to read it individually.
Thanks for understanding.
-Simon Rhee
In my previous post (The Pointless Existence of Finals) a reader posted a comment that I think brings up valid arguments about things that I said
For all the lazy readers who don't want to look through the comments here it is:
"Yes, it might lead to actual long term memorization, but isn't the point of finals to separate who gets the A and who gets the B? From a non-IB perspective, you have to come to learn not everybody is in IB and that finals aren't always a time to raise a grade. In most regular classes I have, I have observed that the finals separate the kids who are hard working from the slothful."
I understand this perspective, that the finals acts as the machine that divides the good from the bad. The ones who will strive to get the 'A' from the ones who don't care or are too lazy to act upon their thoughts. Yet, by stating this, it seems that the finals system is DESIGNED to act as a filter for the successful and unsuccessful. There are several problem with this way of thinking:
- If the point of the education system was to weed out the dumb from the smart, the education system would be designed differently. If one looks carefully at the way that the current system is set in place, this is not the case. The teachers teach in order to ensure that the majority of the class understands the concepts being taught in class.
- Although it does weed out the slothful by giving the determined better grades, finals still remains a form of testing that doesn't actually test true intelligence. In contrast, it tests rote memorization and the ability to regurgitate information that was processed several days before.
- The finals is an accumulation of knowledge learned throughout the semester (if accumulative). To allow students to benefit from a test while failing tests in the previous chapter is pointless in itself.
- The very fact that finals aren't viewed by non-honors non-IB as a chance to raise their grade is both a plus and negative. It is a plus because finals shouldn't be used as a last chance attempt to recieve a grade that one doesn't necessarily deserve. It is a minus because after the students don't use the finals as a grade-booster, they usually tend to not care about the final, which is both a negative to overall productivity of the student and the classroom.
Before I begin, I would like to state that I am writing from the perspective of a public high school student. Obviously, the topics and ideas that I bring up in my posts may not apply to private schools in general. However, I hope that there is enough crossover between public and private for people from both sides to understand the points that I bring up.
Due to popular request, this post will be divided into several different posts so that people are able to read it individually.
Thanks for understanding.
-Simon Rhee
Friday, January 16, 2009
The Pointless Existence of Finals
Starbucks Location: Off of Imperial Hwy and Associated
Finals weekend has arrived. Along with it comes the stress, last minute cramming, pointless studying of subjects and topics and chapters that will not remain in the REAL long term memory. The goal of most students at my school is that they will use this opportunity as a LAST chance to raise their grade, so that they can go to their pristine and wonderful, top university so that they can go make their six figure salaries. Supposedly, failing the final is death, as the A is the holy grail of all school existence.
Yet surprisingly, very few (if any) student use the finals as what I think it was meant to be: a checkpoint to see if the students are truly absorbing the information spit out by the teachers. The long drawls and talks and lectures must surmount to something, right? Yet, every one of my peers are studying by rote memorization. The purpose of finals is lost- both the teachers and the students know that a vast majority of the student don't care about the knowledge that they are learning and most of them resort to rote memorization in order to pass a test that is just an means to an end. The goal is an A and they will do whatever it is required to make that grade.
But am I the only student that sees the problem with this? Or am I just one of the thousand of students who think that the education system is being degraded, yet is unable to do anything or act upon these thoughts because the 'A' is to much of an important part of our lives and if actually CARING and LEARNING may result in an unsatisfactory grade than it is better to AVOID knowledge and the reason we have to take the finals in the first place.
In my opinion, we should just change the whole finals program. The teacher occupation is way to underrated. To change society we must increase the number of teachers in the United States. Instead of making teaching the job for failed lawyers and doctors, more resources must be placed into the teaching field. More teachers results in more focused classroom settings. Teachers will be able to teach better and provide more support and control to each individual student. Every student should be able to have access to a teacher who is willing to sit down and talk to each individual student and a teacher who has the TIME and resources to help each student do what they want. Each class should have different expectations for the day, rather than one curriculum that is universal. Students learn at different paces and the most intelligent will be able to go farther and achieve more while students with less intellectual capabilities will be able to learn at a more fitting pace. The current system doesn't aid the top 5% and the bottom 5% of the class, rather hindering both. Reform is necessary and must be immediate. To change is to make the society better and thus our focus should be in change.
Finals weekend has arrived. Along with it comes the stress, last minute cramming, pointless studying of subjects and topics and chapters that will not remain in the REAL long term memory. The goal of most students at my school is that they will use this opportunity as a LAST chance to raise their grade, so that they can go to their pristine and wonderful, top university so that they can go make their six figure salaries. Supposedly, failing the final is death, as the A is the holy grail of all school existence.
Yet surprisingly, very few (if any) student use the finals as what I think it was meant to be: a checkpoint to see if the students are truly absorbing the information spit out by the teachers. The long drawls and talks and lectures must surmount to something, right? Yet, every one of my peers are studying by rote memorization. The purpose of finals is lost- both the teachers and the students know that a vast majority of the student don't care about the knowledge that they are learning and most of them resort to rote memorization in order to pass a test that is just an means to an end. The goal is an A and they will do whatever it is required to make that grade.
But am I the only student that sees the problem with this? Or am I just one of the thousand of students who think that the education system is being degraded, yet is unable to do anything or act upon these thoughts because the 'A' is to much of an important part of our lives and if actually CARING and LEARNING may result in an unsatisfactory grade than it is better to AVOID knowledge and the reason we have to take the finals in the first place.
In my opinion, we should just change the whole finals program. The teacher occupation is way to underrated. To change society we must increase the number of teachers in the United States. Instead of making teaching the job for failed lawyers and doctors, more resources must be placed into the teaching field. More teachers results in more focused classroom settings. Teachers will be able to teach better and provide more support and control to each individual student. Every student should be able to have access to a teacher who is willing to sit down and talk to each individual student and a teacher who has the TIME and resources to help each student do what they want. Each class should have different expectations for the day, rather than one curriculum that is universal. Students learn at different paces and the most intelligent will be able to go farther and achieve more while students with less intellectual capabilities will be able to learn at a more fitting pace. The current system doesn't aid the top 5% and the bottom 5% of the class, rather hindering both. Reform is necessary and must be immediate. To change is to make the society better and thus our focus should be in change.
Subscribe to:
Posts (Atom)
Posts
