Friday, 26 September 2014

If I have to commit to something, why shouldn't it be the one thing that I care about, or want to do, the most?

Sunday, 21 September 2014

Enforcement and Education: A short rant

Quote: We already need help in schools because of all the PC crap and not enough defined rules that teachers (and parents for that matter) can inforce without being crucified for. No wonder our children are confused about societies boundaries.

For many individuals, “enforcement” is just a way to push back with more violence and anger. And, as has been shown through the example of History, violence begets violence. You may lay the blame for this on parents, and you may be right, but as teachers, we are here to change the societal example of violence, to show that violence isn’t necessary to achieve greater things, to show that understanding and compassion help build positive communities, to show all students that there is a happier and more stable world they can grow up in without ever resorting to enforcement; when a teacher or parent tries to enforce a rule, they only give the example that pushing your will over other people is absolutely fine. Now extrapolate that out on students who are not fitting in or have some serious pent-up anger inside them.

Enforcement is the refuge of the weak who need to push their will over others.

Student productivity decreases when class sizes increase because there is not enough one on one time for students and teachers. This one-on-one time is ultimately the deciding factor as has been proven,and can only be achieved in smaller classes and more teachers. Strict rules and reinforcement only alienate the students who neither understand nor relate to the rules. And the argument “but rules are rules and everyone needs to abide by them” holds no water in a multicultural environment where all students have different values and personal beliefs. The only rule in any classroom that all need toabide by is that we look after each other and respect each other’s opinions while sharing communally in our acquired knowledge.