Science fiction is a genre that explores human responses to changes in science and technology. Science fiction typically utilises innovative technology to make a significant social comment and out the present by posing questions about human nature and actions. ‘I, Robot’, directed by Alex Proyas, is a film set in Chicago 2035 where technology has advanced to enable the integration of robots into society. Proyas presents a powerful social comment through Del Spooner and his investigation into the death of the founder of robots, Dr Alfred Lanning. The plot forces the audience to question whether humans can control the technology they create and if our desire to continually make advancements in technology might be to humanity’s detriment.
NBT1 Task 1 Classroom Management Philosophy By Rebecca Skeens Introduction What makes a classroom a place of controlled, exciting exploration and learning? What is the difference between an unruly, chaotic, unsuccessful class and a wellordered, well-behaved, successful class? It is the teacher and her implementation of a well-thought out management plan. If left to their own devices, a class of students will develop and natural hierarchy consisting of the ruling few, their lieutenants, the foot soldiers, and the general peon population. This naturally formed structure is not conducive to a cooperative, respectful, safe, learning environment.
Middle-class schools focused around finding and then explaining how something was right. Teachers taught from the book and avoided answers to questions that weren’t in the book. Affluent Professional school was hands on. Students were able to ask questions to express their
My experience was significantly different from Rodriguez’s. His life at home and at school is even almost exactly opposite of my own. My family played a key part in my life whereas his was almost nonexistent. I believe he took the wrong path. He completely ignored his family to just work obsessively in school, but took absolutely nothing away from it because he was only working to be recognized, not to learn.
He only wanted them do as he said without feedback. The ways the principal handled the situation with Bender clearly demonstrated how zero tolerance can backfire on the leader. There was no empowering in his approach with this teen only distain which added to Bender’s already low self-esteem. If no one shows him how to believe in himself then why would he desire to believe in himself? Discipline is needed and there is level into which matters should be handled however by tearing him down only proved how zero tolerance without compassion is a form of discipline that is
Many teachers do not like “catching plagiarists and bringing them to academic justice.” As she states, it is not hard to just cite the author that originally had the information you are using (Bojar). Plagiarism is becoming a big problem in the school system. Many students do not understand what needs to be cited and what does not. The school system should teach students the proper way to cite, and they should teach them that copy and pasting is not writing a paper. According Bojar to students at the community college have a hard time juggling classes along with his or her family and a job.
Problem posing education looks at students as active participants in their education—participative and engaged. This type of education is in essence a dialogue wherein “the teacher is no longer merely the-one-who-teaches, but one who is himself taught…”. (Freire, 1993, 80) On the other end of the spectrum is the banking concept of education. This is where a teacher learns the information to be presented while creating a lesson; then, the teacher educates his students with the information he learned. (Freire, 1993, 80) This is a straight regurgitation model of education.
Here the faculty and staff do communicate with each other and the persons in leadership. When communicating, it is completely off topic. No one is setting common goals for the school or even worried about the well-being of the school. Instead, the school officials are discussing irrelevant factors. They are speaking about personal matters that do not reflect instruction or anything that has the school’s best interest at mind.
Freire believes that through teachers, students turn important education into pure memorization, and therefore cannot utilize the full potential of the knowledge given to them. In his essay, “The ‘Banking’ Concept of Education,” he writes that in order for students to avoid being turned into receptacles of useless knowledge, they must “meekly…permit themselves to be filled by the teacher” (244). One can easily allow themselves to be “banked” on, therefore oppressing their education, or they can prevent their mind from being fed useless information, and turn the information they are learning into useful knowledge. Writer Richard Rodriguez talks about how he was always striving for more and more education in his essay, “The Achievement of Desire.” He explains he was always, “too eager, [and] too anxious,” (598) to learn more in school, and was never satisfied with the knowledge at hand. Rodriguez exemplifies that he strove to be the best he could be, and was successful based off his own hard work.
“Powerless people, Kincheloe and Steinberg suggest, have little opportunity to develop their talents throughout their lives, little autonomy to act outside the authority of professionals, and “little hope of being taken seriously, of being listened to with respect, of being treated with dignity” (1997,96)” (Shields 195). Giving students power by opening up non-traditional avenues of discussion in the texts and in the classroom will inspire students to look at learning in a new