https://docs.google.com/document/d/1swjgjoyoMF1XByZ17g95zTQ1VxDEU96lJcrZ1U-nejs/edit
Team: Amanda Jiang and Leah Schreffler
Topic Proposal: Teaching without teaching:
Working Thesis:
Good quality teaching involves interaction and socialization between students. A good professor takes time to understand the student’s background and needs. The teacher builds a relationship with the student. Teachers take shortcuts by posting powerpoints and feeding the information to the students instead of taking the time to teach the content of the class, this way goes against Percy’s and Freire’s ideas of teaching. The way the teacher can teach can be alternated by the students. Creating a learning environment where students are not taught by the teacher allows for a different way of learning. One class that West Chester offers is Transcultural health, a class that teachers teach students as passive objects. The object of this project is to create classes that transform students as passive objects to actively learning.
Two Supporting Ideas:
- Teachers assign assignments outside of the classroom where students are forced to teach themselves from observation. Activities where students observe information outside of the classroom when you read or watch a video, you don’t learn as much as going somewhere are you observe for yourself.
- College is all about training students to be future leaders and for this to happen, students have to recognize that they have a voice and an opinion. Speaking for yourself is a hard thing to do and learn. Having interaction in the classroom and in the criteria of the course will allow students to learn to become involved in the class.
- Activities are created that will make students teach students the information.
Two Quotes:
“…that they have in common the stratagem of avoiding the educator’s direct presentation of the object as a lesson to be learned and restoring access to sonnet and dogfish as beings to be known, reasserting the sovereignty of knower over known” (Percy 5).
“No, but it means that the student should know what a fight he has on his hands to rescue the specimen from the educational package. The educator is only partly to blame. For there is nothing the educator can do to provide for this need of the student. Everything the educator does only succeeds in becoming, for the student, part of the educational package” (Percy 5).
