If the learner is unable to repeat the word groups back to the teacher correctly the teacher is required to shock the learner. The shocks that the teacher administers vary in range from 15 volts to 450 volts. The experimenter will inform the teacher that they need to continue the experiment, if the teacher balks at shocking the learner. The experiment ends when the teacher either quits the experiment or the learner is shocked with 450 volts three times. Surprisingly, the results of Milgram’s experiment proved that when individuals are in a position of following an authority figure’s directive, or their own moral conscience, people will overwhelmingly choose to obey.
With homeschooling, the parents are the ones teaching their children, so they know their progress, strengths and weaknesses. Bittner explains that there are numerous problems with testing and that teachers actually have a problem with it. There is such a frantic need to teach children everything that will be on a standardized test that learning is almost disregarded. If any material isn’t on the main test then it is not taught. The author point out that critical thinking is not on a test so it is overlooked by routine memorization.
The experimenter explained that the learner would be asked a series of questions and if he answers incorrectly, the teacher will administer an electric shock. Gretchen Brandt is the first of several subjects to undergo the experiment, and her reaction the learner’s pain was similar to what was predicted before the study began. She remained calm, composed, and was firm in her decision to disobey the experimenters orders. According to Milgram, this was the reaction he expected from almost all the participants. He collected predictions about the outcome of the experiments from a diverse group of people and most predicted that the subjects would not be obedient, but they were wrong.
Whenever the pupil answered incorrectly, the teacher was instructed to throw one of the switches, starting at the lowest voltage and progressing to the higher voltages. The pupil, of course, was not actually receiving shocks, but he would act out preplanned mistakes and feign pain upon receiving the "shocks." About midway through the series of switches, the "pupil" would complain loudly that he wanted to stop, kick the wall, and scream. At the highest levels of shock the pupil would remain silent. All the while, the experimenter, wearing a white lab coat and carrying a clipboard, would instruct the teacher to continue with the "learning experiment."
They stress day and night over these overrated tests, like previously stated channeling out the imagination, curiosity and good will. Besides being an imprecise measure for students, they use them to judge a teacher’s performance as well, essentially used to either reward or punish them. Standardized test are not helping us very much right now. In conclusion, the usage of standardized tests should be discontinued or by the very least lessened. These tests are not helping people, it’s initially having a negative effect on students and teachers.
More so, it is being done internally by teachers (Falk, 616). The stakes are so high they manipulate test results by keeping certain students out of the testing environment. It has been reported that kids were purposely held back so that their performance will not bring down the test scores that the more intelligent students submit. I agree with that Lindsay Jillson argues about how standardized testing has jeopardized a student’s future because of the sanctions that are given to them for being less intelligent. I just do not understand why the main focus of our education has to be all about test.
She challenged her students to show their intelligence. She believed that they were victims of circumstance. Mike Rose found this inspiring. He goes on to say, “ If you get closer to their failure, you'll find knowledge that the assignment didn't tap, ineffective rules and strategies that have a logic of their own; you'll find clues, as well, to the complex ties between literacy an culture, to the tremendous difficulties our children face as they attempt to find their places in the American educational system.” When reading over this, I find that it is true, that if teachers took the time to find out why a student is failing, instead of just deeming them hopeless or incoherent, that they may find out that these students have much more potential than they originally thought. Not all students learn the same way, therefore, teachers need to try different ways to to teach the material.
Some may think that learning is solely associated with school and or specific training regimens. Some people say they hate learning new things yet they know how to use all the latest technical devices. Even the defiant teenager who refuses to cooperate in class or participate in the discussion is learning. He or she is testing the instructor. If the instructor reacts by yelling or attempting to force the student, he or she is learning they can gain attention or control of the classroom through their behavior.
This is exactly what the Nazi troops or the Germans had to do to obey their higher power. The person conducting the experiment has interests to give orders to the teacher to conflict pain on the learner if the learner gets a wrong answer. This is exactly the same orders Hitler would give to his soldiers to hurt or exterminate the Jews. Even is the teacher didn’t want to hurt the learner, the person conducting the experiment would tell the teacher he is not held responsible to the wrong doing on the learner. With that the teachers would proceed.
The Camps. The Holocaust\Shoah Page. Retrieved August 19, 2010, from http://frank.mtsu.edu/~baustin/holocamp.html This site offered great information about the camps that the Jews had to live in. I didn’t use much information from this site but it was nice to compare notes with this information against other information I had gotten from different websites. The quote I used in my paper interested me the most because it shows that the German were trying their hardest to justify what they were doing by calling them