34 terms

094- What's wrong with Schools? by Casey Banas

Teacher plays student. Learns to Lie and Cheat.
STUDY
PLAY

Terms in this set (...)

pretends
(acting, not really). A teacher (vocabulary) to be a student and sits in on several classes. What does she find in the typical class? Boredom. Routine. Apathy. Manipulation. Discouragement. If this depressing list sounds familiar, you will be interested in the following analysis of why classes often seem to be more about killing time than about learning.
typical
(usually). A teacher pretends to be a student and sits in on several classes. What does she find in the typical class? Boredom. Routine. Apathy. Manipulation. Discouragement. If this depressing list sounds familiar, you will be interested in the following analysis of why classes often seem to be more about killing time than about learning.
routine
(usual). A teacher pretends to be a student and sits in on several classes. What does she find in the typical class? Boredom. Routine. Apathy. Manipulation. Discouragement. If this depressing list sounds familiar, you will be interested in the following analysis of why classes often seem to be more about killing time than about learning.
apathy
(don't care). A teacher pretends to be a student and sits in on several classes. What does she find in the typical class? Boredom. Routine. (vocabulary). Manipulation. Discouragement. If this depressing list sounds familiar, you will be interested in the following nalysis of why classes often seem to be more about killing time than about learning.
manipulation
(controlling). A teacher pretends to be a student and sits in on several classes. What does she find in the typical class? Boredom. Routine. Apathy. (vocabulary). Discouragement. If this depressing list sounds familiar, you will be interested in the following analysis of why classes often seem to be more about killing time than about learning.
killing time
(wasting time). A teacher pretends to be a student and sits in on several classes. What does she find in the typical class? Boredom. Routine. Apathy. Manipulation. Discouragement. If this depressing list sounds familiar, you will be interested in the following analysis of why classes often seem to be more about (vocabulary) than about learning.
perspective
(point of view). Ellen Glanz lied to her teacher about why she hadn't done her homework; but, of course, many students have lied to their teachers. The difference is that Ellen Glanz was a twenty-eight-year-old high school social studies teacher who was a student for six months to improve her teaching by gaining a fresh (vocabulary) of her school.
ruses
(tricks). She found many classes boring, students doing as little as necessary to pass tests and get good grades, students using (vocabulary) to avoid assignments, and students manipulating teachers to do the work for them. She concluded that many students are turned off because they have little power and responsibility for their own education.
turned off
(not interested). She found many classes boring, students doing as little as necessary to pass tests and get good grades, students using ruses to avoid assignments, and students manipulating teachers to do the work for them. She concluded that many students are (vocabulary) because they have little power and responsibility for their own education.
confided
(reveal in private, admit.)She found a way out and (vocabulary): "I considered my options: Confess openly to the teacher, copy someone else's sheet, or make up an excuse." Glanz chose the third option—the one most widely used—and told the teacher that the pages needed to complete the assignment had been ripped from the book. The teacher accepted the story, never checking the book. In class, nobody else did the homework; and student after student mumbled responses when called on.
confess
(admit, disclose something inconvenient to oneself.) She found a way out and confided: "I considered my options: (vocabulary) openly to the teacher, copy someone else's sheet, or make up an excuse." Glanz chose the third option—the one most widely used—and told the teacher that the pages needed to complete the assignment had been ripped from the book. The teacher accepted the story, never checking the book. In class, nobody else did the homework; and student after student mumbled responses when called on.
make up an excuse
(to create a reason for something.) She found a way out and confided: "I considered my options: Confess openly to the teacher, copy someone else's sheet, or (vocabulary)."
ripped
(tear, split apart.) She found a way out and confided: "I considered my options: Confess openly to the teacher, copy someone else's sheet, or make up an excuse." Glanz chose the third option—the one most widely used—and told the teacher that the pages needed to complete the assignment had been (vocabulary) from the book. The teacher accepted the story, never checking the book. In class, nobody else did the homework; and student after student mumbled responses when called on.
mumbled
(whisper, murmur, speak indistinctly), The teacher accepted the story, never checking the book. In class, nobody else did the homework; and student after student (vocabulary) responses when called on.
covered
(enclosed, went over)"Finally," Glanz said, "the teacher, thinking that the assignment must have been difficult, went over each question at the board while students copied the problems at their seats. The teacher had '(vocabulary)' the material and the students had listened to the explanation. But had anything been learned? I don't think so."
passivity
(not actively participating) . "The system encourages incredible (vocabulary)," Glanz said. "In most classes one sits and listens. A teacher, whose role is activity, simply cannot understand the passivity of the student's role," she said. "When I taught," Glanz recalled, "my mind was going constantly—figuring out how to best present an idea, thinking about whom to call on, whom to draw out, whom to shut up; how to get students involved, how to make my point clearer, how to respond; when to be funny, when serious. As a student, I experienced little of this. Everything was done to me."
student role
(student program). "The system encourages incredible passivity," Glanz said. "In most classes one sits and listens. A teacher, whose role is activity, simply cannot understand the passivity of the (vocabulary),"
draw out
push to participate. "The system encourages incredible passivity," Glanz said. "In most classes one sits and listens. A teacher, whose role is activity, simply cannot understand the passivity of the student's role," she said. "When I taught," Glanz recalled, "my mind was going constantly—figuring out how to best present an idea, thinking about whom to call on, whom to (vocabulary), whom to shut up; how to get students involved, how to make my point clearer, how to respond; when to be funny, when serious. As a student, I experienced little of this. Everything was done to me."
promote
(encourage, help the progress of.) Class methods (vocabulary) the feeling that students have little control over or responsibility for their own education because the agenda is the teacher's, Glanz said. The teacher is convinced the subject matter is worth knowing, but the student may not agree. Many students, Glanz said, are not convinced they need to know what teachers teach; but they believe good grades are needed to get into college.
agenda
(it means program). Class methods promote the feeling that students have little control over or responsibility for their own education because the (vocabulary) is the teacher's, Glanz said. The teacher is convinced the subject matter is worth knowing, but the student may not agree. Many students, Glanz said, are not convinced they need to know what teachers teach; but they believe good grades are needed to get into college.
convinced
(persuaded, influenced). Class methods promote the feeling that students have little control over or responsibility for their own education because the agenda is the teacher's, Glanz said. The teacher is (vocabulary) the subject matter is worth knowing, but the student may not agree. Many students, Glanz said, are not convinced they need to know what teachers teach; but they believe good grades are needed to get into college.
obsessed
(worried, excessive concern with something.) Students, (vocabulary) with getting good grades to help qualify for the college of their choice, believe the primary responsibility for their achievement rests with the teacher, Glanz said. "It was his responsibility to teach well rather than their responsibility to learn carefully."
dispensed
(distribute, share, give out.) Teachers were regarded by students, Glanz said, not as "people," but as "roleplayers" who (vocabulary) information needed to pass a test. "I often heard students describing teachers as drips, bores, and numerous varieties of idiots," she said. "Yet I knew that many of the same people had traveled the world over, conducted fascinating experiments or learned three languages, or were accomplished musicians, artists, or athletes."
drips
(no energy). Teachers were regarded by students, Glanz said, not as "people," but as "roleplayers" who dispensed information needed to pass a test. "I often heard students describing teachers as (vocabulary), bores, and numerous varieties of idiots," she said. "Yet I knew that many of the same people had traveled the world over, conducted fascinating experiments or learned three languages, or were accomplished musicians, artists, or athletes."
accomplished
(achieved, professional, highly skills). Teachers were regarded by students, Glanz said, not as "people," but as "roleplayers" who dispensed information needed to pass a test. "I often heard students describing teachers as drips, bores, and numerous varieties of idiots," she said. "Yet I knew that many of the same people had traveled the world over, conducted fascinating experiments or learned three languages, or were (vocabulary) musicians, artists, or athletes."
gap
(don't understand.) "failure of teachers to recognize their tremendous communication ... with students"
corruption
(lack of honesty, fraud.) But the sad reality, Glanz said, is the failure of teachers to recognize their tremendous communications gap with students. Some students, she explained, believe that effort has little value. After seeing political (vocabulary) they conclude that honesty takes a back seat to getting ahead any way one can
takes a back seat to
(to become less important than someone or something else.)But the sad reality, Glanz said, is the failure of teachers to recognize their tremendous communications gap with students. Some students, she explained, believe that effort has little value. After seeing political corruption they conclude that honesty (vocabulary) getting ahead any way one can,
remorse
(don't feel bad.) But the sad reality, Glanz said, is the failure of teachers to recognize their tremendous communications gap with students. Some students, she explained, believe that effort has little value. After seeing political corruption they conclude that honesty takes a back seat to getting ahead any way one can, she said. "I sometimes estimated that half to two-thirds of a class cheated on a given test," Glanz said. "Worse, I've encountered students who feel no (vocabulary) about cheating but are annoyed that a teacher has confronted them on their actions."
confronted
(call you out, challenge, to come up against.) Glanz said. "Worse, I've encountered students who feel no remorse about cheating but are annoyed that a teacher has (vocabulary) them on their actions."
stint
(short experience.) Glanz has since returned to teaching at Lincoln-Sudbury. Before her (vocabulary) as a student, she would worry that perhaps she was demanding too much. "Now I know I should have demanded more," she said. Before, she was quick to accept the excuses of students who came to class unprepared. Now she says, "You are responsible for learning it." But a crackdown is only a small part of the solution.
crackdown
(become more strict.) Glanz has since returned to teaching at Lincoln-Sudbury. Before her stint as a student, she would worry that perhaps she was demanding too much. "Now I know I should have demanded more," she said. Before, she was quick to accept the excuses of students who came to class unprepared. Now she says, "You are responsible for learning it." But a (vocabulary) is only a small part of the solution.
genuinely
(truly, really, in accordance with true.) "A first step toward ending this battle is to convince students that what we attempt to teach them is (vocabulary) worth knowing," Glanz said. "We must be sure, ourselves, that what we are teaching is worth knowing." No longer, she emphasized, do students assume that "teacher knows best."
assume
(take it for granted). Glanz said. "We must be sure, ourselves, that what we are teaching is worth knowing." No longer, she emphasized, do students (vocabulary) that "teacher knows best."