What makes a good student could also be asked what makes an ideal citizen within a particular society; For example, what makes a good student in a European based community is vastly different than in Nepal as mentioned by Kumashiro (2009) in Against Common Sense: Teaching and Learning Toward Social Justice. Within Kumashiro’s (2010) chapter in Against Common Sense, the scholar discusses the commonsensical expectations of a “good” student in a European-based community. A “good” student has an easy temperament, a good work ethic and does well on standardized testing. They are able to follow instructions, stay focused on the task at hand and does exactly what is asked: They are easy to control. They complete tasks quietly and when needing assistance, raises hand at an appropriate time and uses manners to communicate their request/question. They demonstrate the curriculum approved knowledge learnt from the year in the correct assessment method. They do this without questioning the teacher or the lessons being taught. “Good” students are those that are easily conformed into what their society has decided is best. When it comes to the privileged students within a school community, it is often students who have been raised with societal/cultural norms that agree with the schools dominate values. Within a European based learning community, often (upper-)middle class, Caucasian children with prior exposure to an early learning center greatly benefit. These students automatically are assumed to be “good” students, but can prove to be the opposite; for example, having a learning style that does not benefit from the teaching style present in their classroom. The children that behave or learn differently are often brushed off and labelled as difficult students. Often times, lessons are taught and specific outcomes are expected, with little room for creativity and freedom for assessment methods. While this may benefit some students, others are left without an opportunity to demonstrate the knowledge they have learnt: Some, sadly, are left without having learnt anything. Teaching with these commonsensical ideas of what makes a “good” students causes unnecessary harm to the students and teachers involved. Students are taught that there is a superior – or only one – way of learning; this is one of many ways the education system can be linked to the continuing oppression. Students that are not given a chance to learn or present information in ways that are comfortable for them may form beliefs that they are intellectually incapable; additionally these students intelligences are being silenced. While being unable to reach these students, teachers may believe they are doing a poor job before trying a different learning experience. Chances to engage in critical thinking and debate seems to be rare prior to post-secondary education; while the opportunities are often directed conversation leading to a conclusion planned by the teacher. In addition to the limited time available to critically think freely, students are discouraged from questioning their teachers, lessons and values taught within school. This may give children the false belief that they shouldn’t question things around them. Overall, challenging these ideas will provide benefits for the entire school community, staff and students. References: Kumashiro. (2009). Against Common Sense: Teaching and Learning Toward Social Justice, pp. XXIX – XLI Kumashiro (2010). Preparing Teacher for Crisis: What it Means to be a Student, In Against Common Sense (pp. 19-33).
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About the Author: Jordyn NeufeldJordyn is an Education student at the University of Regina. She enjoys camping in the summer and trying to stay warm in the winter. Coffee is her favourite drink and a necessity most mornings. She loves cuddling her cats and being surrounded by her family. Please take a look into my educational journey within ECS 210. Archives
April 2020
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