Anyon does think that more research needs to be done to clearly show how economic status has a direct connection to the role in children’s education. What I think one of the key aspects of Anyon’s essay is the examples that were given for each school and how the social class affected the teaching. Examples were given by what the teacher said and how he/she taught, I was able to put myself in the classroom and see how I would have handled learning. Starting with the working-class schools, Anyon observed how teachers didn’t explain the work, how it would relate to other lessons, or the point of learning. I feel if you don’t understand the point of something, what is the point of learning?
Assignment 2: Use Cases Strayer University CIS 210 (Systems Analysis Development) 5 May 2014 Describe a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. A use case for a bank customer withdrawing money from an ATM begins prior to the customer walking or driving up to the ATM, the customer must first get an ATM card or debit card that can be used in ATM’s. When a customer arrives at the ATM the machine is in an idle or standby state until the customer inserts his/her ATM card. Once the card is inserted the ATM then requests that the user verifies their authorization to use the card by requesting the customer to enter the PIN that is associated with
(Freire, 1993, 80) This is a straight regurgitation model of education. In this way, students are made to memorize information at a rapid pace not actually internalize the information or generalize it for later recall. This is the banking system at work in education and from my experience, it is more common than not. This banking system of education that Freire discusses is found commonly in schools today.
The teacher was told that the object of the experiment was to study the effects of punishment on learning. They are also told that their role in the experiment was to read word lists to the learner and the learner must remember the second word from a list of word pairs they had read earlier. If the learner got the answer wrong, then the teacher was told to administer shocks, for each answer that the learner got wrong, and the shocks had to increase in intensity. The teacher is unaware of the fact that the learner is actually an actor, and receives no shock. The experiments, involving the Undergrad students from Yale, resulted in 60
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
They read the quote out and stick it on the board in the place they choose. They have to read it aloud and allow students adequate time to copy it down. They have to explain why they have chosen to attach it to ‘Darkness’, ‘Light’ or if they have placed it in-between. Then they must manage a response to the interpretation of the quote (prompts are used underneath the quotes themselves). This means that they ask the class and as students put their hands up; they take ideas and record them on the board.
Is the responsibility up to the teachers, or ESL paraprofessionals? Do both share responsibilities in teaching ELLs? In top-down discourse, the classroom teachers represent themselves as experts, and the ESL department as supportive partner. The teachers select the curriculum (the vocabulary) and the ESL department uses the activities from the teachers. Yet when confronted with instructional obstacles and time management, the teachers go to the labeling discourse and shift all the responsibility to the ESL department.
Many educators and students do not know that this system of education is not just ineffective, but it is harmful. Paulo Freire talks about the “banking concept of education”, explaining that students in this system are “ ‘receptacles’ ” that are to be “ ‘filled’ ” with the “content of the teachers narration”. (Freire, 1) These “receptacles” are expected to regurgitate information given in class, on tests, quizzes, and anything that requires an answer that is “word for word” what the teacher says. In a banking classroom, the teacher is the authority and the
The banking concept of education is symbolic meaning that students are seen as an bank account that instead of depositing money they are being filled with what the teachers said and “the more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles
The opposite learning styles, involving listening and verbal skills, are more difficult for me. I would much rather learn how something works by using it than by listening to someone tell me how it works. When any of my teachers stand in front of the classroom and just reads form the text book. This type of teaching is my kryptonite, the words just pass right through me. To help me my learning process in class's like that i need to recreate the lectured material using my own visual tools and adapt my teacher's preferred teaching methods to my preferred learning styles.