What we do not want to hear in School

With all of this hidden curriculum and troubling teaching we have been covering in ECS 210, I have come to terms with the sense that we need to dig right into the dirty in order to better the next generations. Through out the years of my education I have noticed that not only have I not been taught the troubling aspect of human history, but it was near ignored. I did not know the holocaust was a thing until grade 6, and I never heard the term “Residential Schools” until the last semester of grade 12, and that was just barely touching on the topic. It was not until I was in university that I really gained a true sense of the horrors of human history; everything up to that point was basically butterflies and rainbows. In my opinion the reason I was never taught about this kind of stuff is because my educators were probably afraid to approach these topics because they are deemed “not appropriate for school” but why? Why is it a bad thing to review the negative side of human history so that we can improve from it? School should not all be troubling don’t get me wrong, school is fun which is why I am wanting to become an educator. However, introducing the dark side of human history (that everyone is so scared to even mention let alone explain) should open the eyes of our students to the truth that people can be horrible monsters, but we can always improve.

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We are still the power.

From my understanding of what has been going on in ECS 210 from the last lecture, it is clear that the teachers appear to not have as much power as once thought. It is not the teachers who get to control the curriculum, it is people who are sitting in desks somewhere; This seems to be a big no-no. However, the people sitting at desks telling us what we can do are not the ones who are working with students everyday. We as the educators are the ones who take this curriculum and incorporate it into the minds of students all alike. The way I view this is that the government sets out these guidelines they want us to meet to deem our students “smart”, but they only care about us getting to that point (the transmission model?) But the way you get to that point is totally up to the teacher. Teachers are still the connection between the curriculum, and the students in this sense and we have to make that connection as strong and imaginative as possible.

The “perfect” Student

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From what I have experienced through my own elementary, and high school experiences is that a perfect student respects the teacher. However, that is just the basis , there are many different hidden motifs not directly taught to the student body, but is implied. The perfect student is one who sits at their desk respectfully and quietly; one who asks questions by raising their hand and waiting patiently; and who does not ask stupid questions and meets all of the teachers expectations. There are so many visions of a perfect student but everyone has the same common idea; a “perfect” student does not talk, only listens.

However, referring back to my blog on the word common sense, this idea of a perfect student is the common sense between the educator to the student. Educators hope that students understand this commonality because they were most likely brought up the same way. With the future of diagnostics, and mental illness’s becoming more and more apparent everyday it is very safe to say that every student does not have the same mind, and heart hence possibly not having this “common” sense. Students range greatly in cognitive function, mental capabilities, and overall attention spans. We are no longer training students to be soldiers like we were in the 40’s (soldiers who listen to the authorities with no question), we are starting to create students that can think independently and will impact the future. The “common” sense of a student should be that they come to school with the will to learn, and expand not fall into authority.