After reading two interesting views about how students should be taught by author Mark Edmundson and Paulo Freire, I have come to realize that there are many different sides of the relationship between educators and their students. When comparing both essay’s strengths, weaknesses and how they differ by using the author’s context and own words, this will prove to be difficult. I will also relate my own experiences in the classroom as a third party opinion. First off there are two questions regarding Paulo Freire’s essay, The Banking Concept of Education. They are as follows: what exactly is this concept and how does it correlate to me with how I have been taught? Secondly, I will discuss Mark Edmundson’s essay, On the Uses of a Liberal Education:
…show more content…
At this university, like many other universities, the students evaluate their professors on a scale of one to five. Most of the teachers get graded on how they teach the class, not the information being taught. Edmundson begins his essay with the way he changed how he taught. This made him more marketable for future students. He made the courses less boring and more sarcastic with “one line jokes” (Edmundson, 1997) to entertain the audience. Whereas other teachers with drier curriculum and less than desirable class work, get graded lower on the student evaluations. Edmundson stopped this from happening to him by taking himself out of the classroom and putting himself vicariously into his student’s minds. He found that the students are not really here to learn. Yes, they are spending money on their education; but they want to enjoy their time at the University as well. I completely agree with this, but changing the way you teach and how, just to get a good evaluation is a risky standpoint. The only downfall to Edmundson’s thinking is that he did not know if the students were actually retaining and understanding the information. I am sure he misses teaching the way he did before, but in his words, the university is a market. They are selling themselves to the incoming high schools and their students. The better the school and its campus, the more income the university will receive. So my questions are: why worry if …show more content…
Would make the perfect educational experience for any student. The relationship between professor/teacher and the student needs to be an understanding one. The information needs to get across with understanding and confidence. If a student doesn’t feel comfortable talking or asking questions how are they going to grow and learn in the classroom. That is where Freire’s logic comes in, the critical thinking and teacher student relationship is key for a well-developed education. Edmundson’s side of things is a fun, informational work environment. There are more students and less one on one time, but the students aren’t complete zombies in his classroom. He makes jokes to catch their attention but still has the ability to ask questions, initiate learning and they will truly understand the material. The drier less appealing education still teaches students well. Getting all the information across, but still have less of a discussion of the topic and more study time until students actually know it. I have never sat in a traditional college class so I have no frame of mind to elaborate how things would really be. The link between the two men’s ideas and how they want to teach their students is incredibly passionate and
At this university, like many other universities, the students evaluate their professors on a scale of one to five. Most of the teachers get graded on how they teach the class, not the information being taught. Edmundson begins his essay with the way he changed how he taught. This made him more marketable for future students. He made the courses less boring and more sarcastic with “one line jokes” (Edmundson, 1997) to entertain the audience. Whereas other teachers with drier curriculum and less than desirable class work, get graded lower on the student evaluations. Edmundson stopped this from happening to him by taking himself out of the classroom and putting himself vicariously into his student’s minds. He found that the students are not really here to learn. Yes, they are spending money on their education; but they want to enjoy their time at the University as well. I completely agree with this, but changing the way you teach and how, just to get a good evaluation is a risky standpoint. The only downfall to Edmundson’s thinking is that he did not know if the students were actually retaining and understanding the information. I am sure he misses teaching the way he did before, but in his words, the university is a market. They are selling themselves to the incoming high schools and their students. The better the school and its campus, the more income the university will receive. So my questions are: why worry if …show more content…
Would make the perfect educational experience for any student. The relationship between professor/teacher and the student needs to be an understanding one. The information needs to get across with understanding and confidence. If a student doesn’t feel comfortable talking or asking questions how are they going to grow and learn in the classroom. That is where Freire’s logic comes in, the critical thinking and teacher student relationship is key for a well-developed education. Edmundson’s side of things is a fun, informational work environment. There are more students and less one on one time, but the students aren’t complete zombies in his classroom. He makes jokes to catch their attention but still has the ability to ask questions, initiate learning and they will truly understand the material. The drier less appealing education still teaches students well. Getting all the information across, but still have less of a discussion of the topic and more study time until students actually know it. I have never sat in a traditional college class so I have no frame of mind to elaborate how things would really be. The link between the two men’s ideas and how they want to teach their students is incredibly passionate and