Educators should take students' interests into account when planning the content of the courses they teach.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
In most Western democracies, such as those of the United States, United Kingdom and Canada, several basic rights are enshrined in the statues of such nations and form the basis of living in such places. One of such rights is the right to education. It is imperative, therefore, that education should address the needs of the persons being educated. Hence, I mostly agree with the proposition that a student's interests or preferences should be considered in the planning of course curriculla based on the following two reasons, although I concede that educators can exercise judgement as to how much influence such preferences have on the finalized contents of courses.
Firstly, education is enhanced when the student is attracted to items being taught. Such attraction can be best achieved if the student's concerns were given attention, in the first place, during the design of the syllabus. For example, a curricullum which does not provide ample for time for play as part of learning for children less than 7 years old may inhibit the development of such young persons. At that age, the children are still discovering their immediate environment and thus require more time to freely explore this interest by themselves instead being coached via theories. Furthermore, education requires the engagement and interaction between the teacher and pupil in order for learning and transfer of knowledge to take place. Hence, if the preferences of the person being taught are factored into the design the design of the courses, then education is enhanced because the pupil would readily find contents to be applicable or relevant to him or her. For instance, a student interested in learning about fixing vehicle engines would rightly value contents that focus on diagnostics and hands-on repair of such engines instead of a generic course in engineering. Student engagement and interest enables education actually edify the student instead of just been a routine.
Secondly, considering the students' interest enables teachers to better understand their students and hence engender better communication and trust in the teacher-student relationship. This is imperative considering the growing trend of teachers in some parts of the world reporting that students are no longer interested in their studies. An often over-looked fact is that maybe the course content has remained unchanged for decades in an ever-changing dynamic world. For example, in several West African countries, the syllabus for the secondary school education has hardly been reviewed for many years. Hence, it possible for one to re-cycle learning materials including text-books and notes (containing content long considered obsolete in developed economies) for current studies in those countries. A pragmatic approach would be to re-consider the curriculla in the light of contemporary realities such the impact of the digital age and more recently social media on students and learning. Educators who comprehend the attitudes, motivations and passion of the student and reflect these in the course content are better equipped to deliver quality teaching.
However, it can be argued that usually a teacher was once a student and, should from experience, inherently know what is best for his or her student without needing to review their interests. Besides, a student's prefernce may not be ultimately beneficial to such individual or the society at large. For example, should courses that include content related to some genre of music (associated with vices such as drug use and violence) be taught in schools because students have indicated interest in exploring such music? Ofcourse not. Nevertheless, a teacher should not assume an all-knowing stance in the design of courses as learning is consdiered a life-long endeavour and hence even the tutor should be open to learning about the student - irrespective of age, grade or status - in order ensure that aims of education such as the improvement of the mind and character of the pupil are achieved.
In conclusion, the interests of students' should be factored into the design and planning of educational curriculla in order to yield better learning outcomes and products but the educators should counsel against preferences that would be detrimental to the student.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-27 | KalyaniHarbola | 66 | view |
| 2022-09-12 | Bolu | 62 | view |
| 2022-03-16 | varunpandu006 | 50 | view |
| 2021-09-09 | Anirudha Balaji Shirsikar | 50 | view |
| 2021-01-02 | ali.rs | 50 | view |
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Grammar and spelling errors:
Line 3, column 816, Rule ID: PHRASE_REPETITION[1]
Message: This phrase is duplicated. You should probably leave only 'the design'.
Suggestion: the design
...e person being taught are factored into the design the design of the courses, then education is enhan...
^^^^^^^^^^^^^^^^^^^^^
Line 3, column 1291, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...student instead of just been a routine. Secondly, considering the students inter...
^^^^^^^^^^^
Line 7, column 202, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
...ing to review their interests. Besides, a students prefernce may not be ultimately benefic...
^^^^^^^^^^
Transition Words or Phrases used:
actually, besides, but, first, firstly, furthermore, hence, however, if, look, may, nevertheless, second, secondly, so, still, then, therefore, thus, as to, for example, for instance, in conclusion, of course, such as, in the first place
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 33.0 19.5258426966 169% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 28.0 14.8657303371 188% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 30.0 33.0505617978 91% => OK
Preposition: 91.0 58.6224719101 155% => OK
Nominalization: 23.0 12.9106741573 178% => OK
Performance on vocabulary words:
No of characters: 3622.0 2235.4752809 162% => OK
No of words: 675.0 442.535393258 153% => Less content wanted.
Chars per words: 5.36592592593 5.05705443957 106% => OK
Fourth root words length: 5.09713273454 4.55969084622 112% => OK
Word Length SD: 2.8714857973 2.79657885939 103% => OK
Unique words: 336.0 215.323595506 156% => OK
Unique words percentage: 0.497777777778 0.4932671777 101% => OK
syllable_count: 1127.7 704.065955056 160% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 28.0 23.0359550562 122% => The Avg. Sentence Length is relatively long.
Sentence length SD: 75.7882734993 60.3974514979 125% => OK
Chars per sentence: 150.916666667 118.986275619 127% => OK
Words per sentence: 28.125 23.4991977007 120% => OK
Discourse Markers: 9.875 5.21951772744 189% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.216464596213 0.243740707755 89% => OK
Sentence topic coherence: 0.0664747134751 0.0831039109588 80% => OK
Sentence topic coherence SD: 0.043165515191 0.0758088955206 57% => OK
Paragraph topic coherence: 0.138590445439 0.150359130593 92% => OK
Paragraph topic coherence SD: 0.0219123225583 0.0667264976115 33% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 17.9 14.1392134831 127% => OK
flesch_reading_ease: 34.6 48.8420337079 71% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.4 12.1743820225 126% => OK
coleman_liau_index: 14.16 12.1639044944 116% => OK
dale_chall_readability_score: 9.47 8.38706741573 113% => OK
difficult_words: 190.0 100.480337079 189% => OK
linsear_write_formula: 15.5 11.8971910112 130% => OK
gunning_fog: 13.2 11.2143820225 118% => OK
text_standard: 16.0 11.7820224719 136% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.