Posts

Patterns for bad practices of teaching

1) Teaching whiteboard not students
Students work is only to nod head to say yes most of the time even if they understood nothing, disagreement is remarkably uncommon. Teachers don't inquire about student comprehension. Some teachers do inquire but by asking a dichotomous answer of yes or no.
But to know the comprehension level, one has to test it by asking questions to students or to explain the concept.
2) Not answering means insult
If students don't give the right answer, they are insulted in front of whole class. Students are completely responsible for not knowing the answer. "Kya tum gharme padthe nahi ho" (Don't you study at home?). So everything you have to study at home. School is not a place for learning.
3) Personal attack when you ask too much question
Again students are insulted if they ask too many questions.
4) Target only to finish syllabus
The syllabus is paramount, not students. Why are teachers going so fast that students are unable to grasp? An…

Practicing one component in one time to learn the whole

Image
Most often questions are designed that tests the understanding of whole instead of its components. Students miserably fail to solve these problems due to lack of enough practice of its components.



So systematically breaking down the whole concept into its required components is important. e.g. Take this question:
[Cr(NH3)6]3+ is paramagnetic while [Ni(CN)4]2- is diamagnetic. Explain why?

To start solving this question you have to know the following components:
1) You have to know the atomic number of Cr and Ni. If you have forgotten the atomic number or not memorized it, you are out of luck to solve it.
So, has the teacher or the book has given memory tricks to memorize the periodic table.
2) After you know the atomic number, do you know the electronic configuration of the metal atom?
3) Then, can you determine the electronic configuration of metal ion?
4) Do you know how to calculate the oxidation state, because you need to calculate the charge of metal ion?
5) Have you memorized the…

If all content (subject matter) are alike, how can we expect innovation?

Image
Problems with alike content:

1) Homogenization of skills
When a finished product reaches the market, the product development cycle goes through the touch of many divergent skilled peoples. A product can have many components which require different skill sets of different people.

For example, Website Development:
When you begin to develop a website, you start with designing a prototype of how it will look, which requires the expertise of graphic designers, you need the skill of programmer to code for the website, you need to be a webmaster to host your website.
If you look into the depth, there is much more complexity to it. Each website has its own requirements. A prototype can be designed by using different software, such as Inkscape, illustrator and many others. Each software requires a different kind of learning and experience. Similarly, from programmer side, which language you will be using, which framework, based upon your website requirements such as speed of development, scala…

Solving with formula without intuitive method makes student mindless.

Image
Solving by intuitive methods helps students to understand the working of the formula, which is most important to build strategies for different problems.

But our books and entrances only give most leverage to formula part without the intuitive part. Take it physics, chemistry or mathematics. Students in coaching centers are mindlessly taught short cut formulas so that they can solve the problem in short time, as there is time limitation in entrances.

Example of Intuitive vs Formula Based in probability (Addition Rule):




Book: Elementary Statistics (Mario F. Triola)

Effortful Playing

Image

Alternate thinking, there is no one 'correct' answer.

Image
How education hinders alternate way of thinking?




A teacher gave the following question in MCQs:
If you add some dissolving solute to water, does there is a change in total mass i.e. ([mass of water + mass of sugar]) changes?
a) There is no change in total mass
b) There is change in total mass
Student wrote:
b)
Teacher gave the mark: zero

What if the student thought the following deeper idea to answer the question. When we add a solute to water, the reaction can be endothermic or exothermic,  so if heat is released in case of exothermic, an amount of mass is converted to heat, so there is little decrease in mass that is difficult to measure. For an endothermic reaction, some amount of heat is absorbed, so there is little increase in mass.

So the answer can depend on scientific theory, concepts, inductive or deductive reasoning, premise, and method or procedure used.


There are no one 'correct' answer, the answer can depend on the process of thinking and context.

Public-private partnership schools and its implementation

Benefits of  this model:

1) No much reliance on government for the safeguarding of the quality education. Teachers as an entrepreneur will take care of it because it will bring competition for quality.
2) Teachers income depends on the ability to bring students. So they are solely responsible for their income. They will work for themselves, instead of doing just an obligatory job for a monthly salary.
3) Students will have the freedom to choose a class, not just school. (Funding children not school)


The process of the model:
1) Govt may provide infrastructure. 


2) Teachers as Entrepreneurs with coaching center business model
Why coaching center business model is effective?
https://iambrainstorming.blogspot.in/2017/05/allowing-mediocre-colleges-to-provide.html
Teachers should run the schools, instead of any building owner. Each teacher will have its share of the money produced. A govt website can me made that will help in collaboration of teachers for becoming partners. Teachers should …