V ALID KNOWLEDGE HAS BEEN IMPORTANT MATTER to me. As a result, my teenagers education and how well rather than how much they learn has been a concern. It is a difference between 'how well' and 'how much' that leads me to rightfully debate and contend systems of education that I encountered in countries I lived in including U.S.A. and Canada.
The results of observations is that educational systems ~from Elementary Scool through High School and on to College~ fail at the foundation of the Teaching-Learning Process.
There seems that parents do not fully realize and comprehend how
vitally important it is to have not only well-prepared and skilled
teachers knowledgeable in one subject or science, but teachers
who must inescapably be proficient when it comes to execute
something decisive, crucial, and resolute: how to teach
DURING MY HIGH SCHOOL YEARS, I had a Science teacher known by the nickname 'Mr. Why.' This man mastered applying a principle I have never seen so proficiently implemented by another teacher during decades of observations and monitoring.
His concept was that if a teacher has normally intelligent students, and they fail and flank subjects, it is revealing that it is teachers the ones failing at passing on knowledge instead of students with a normal brain being the ones unable to learn.
Mr. Why was well-aware that teachers could identify a winner. He was equally well-aware that genuine teachers who possess what it takes to turn good students into winners are the ones who can discover their strengths. As a result of his convictions and qualities to teach, Mr. Why's classes were far from one boring monolog. Instead, all his classes were enticing, grabbing, and he superlatively disclosed and exposed how exactly nature works with vivid and realistic examples one could see in everyday life.
This man filled a great deal of his time in class showing his students daily events where we experience laws of physics applied by nature itself. He even took 200 mouse traps with 200 Ping-Pong balls to show how a chemical chain reaction works. We were so inspired. Mr. Why never failed at making us understand his teachings crystal-clear.
This teacher's nickname was the result of his most famous question: Why ?
Should one student enunciate a law of physics, he can be anticipated to ask him "Why?" It was not good enough for Mr. Why to hear his students memorizing laws. He wanted his students to fully comprehend the principles used by nature as well as the reasons nature had behind a law.
Moreover, he demanded it all without any need for us to study at home. It was because Mr. Why ensured himself that each and every of his students left class fully comprehending what he taught that day. He told us time and again that studying at home was a waste of our time. He convincingly believed that such time is to spend with our families.
We all learned what we were supposed to learn, and we all returned to our homes with valid knowledge that we can use later in life. Each one of us have always looked forward to his enjoyable classes. It was joyful to see him proud that in his extensive career not even one of his many students ever failed Science.
After extensively monitoring systems of education and observing how they function in countries I lived in, I remain asking myself "Where are there more Mr. Why's?" It seems that there is one and lonely Mr. Why.
It will prove immensely wise to realize that it is not enough to
hire teachers based on a degree they have in a particular subject.
It is paramount that all teachers must inescapably be highly efficient
when it comes to execute something vital and crucial: how to teach.
That is because teachers have the power to inspire, to sculpt, and
to cultivate our teenagers by kindling the flame Socrates values.