Every teacher needs to prove that their teachings are effective, especially when it comes to public examination. During revision time, teachers tend to feed answers to possible questions. Is this still valid? Or better leave it to the students to revise independently?
Dear Fatimah, in my beliefs effectiveness of a teacher is their "pedagogical added value" (PAV) which can be assessed even the smallest unit of the teaching process, namely in a lesson.
Sometimes we must evaluate teahers' performances with focusing on students' in and output relating to a topic of the teaching material. If a teacher has a high PAV over a prolonged time, we beleive in his/her effectiveness, or at least we can compare their achievement.
Ágnes
Dear Fatimah, in my beliefs effectiveness of a teacher is their "pedagogical added value" (PAV) which can be assessed even the smallest unit of the teaching process, namely in a lesson.
Sometimes we must evaluate teahers' performances with focusing on students' in and output relating to a topic of the teaching material. If a teacher has a high PAV over a prolonged time, we beleive in his/her effectiveness, or at least we can compare their achievement.
Ágnes
I have observed in my University, that the students entered to the university after panhellenic examinations, have lost completely their creative power, because of the spoon-feeding, or reading solved problems. In order to recover they may need at least two years to get in the right track, if finally they do. I use to say to them that if you study how to play guitar, you should some time play a piece. The freshman they cannot solve very simply problems! Thus Independent learning and problems oriented courses are much better.
Before taking the spoon away the teacher has to make sure that the learner has acquired adequate knowledge from teaching to address and solve problems on its own. Feeding probable answers to the questions for the upcoming examination has always remained a big problems during the days for our school, college and higher education.
Big volume of the syllabus, course work, inadequate number of available classes and the duration of the academic calendar for each program always force teachers to follow this strategy to get the job done in a faster and productive way (at least for the time being, definitely not true for the long run!).
My dear @Fatimah, I do share opinion of this authors, link follows. They conclude: "...the authors believe that independent learning should be proposed via creative teaching and learning and this too will be explored in the paper through weekly teaching-learning activities conducted throughout the semester. Although this act of spoon-feeding in learning has been a choice in providing lecture notes and learning materials to the students, undergraduates can be trained to generate their own learning materials using technology and innovation through creative and committed teaching by the facilitators themselves."
http://www.questia.com/library/journal/1P3-1865225981/does-spoon-feeding-impede-independent-learning-l-alimentation
Moving from school to university is life-changing: one minute you've got teachers and parents nagging you to work or tidy your room, and the next,
you're having to sort everything out for yourself. It's liberating – with more freedom, independence and responsibility, you may even start to feel grown up. But there's also a new insecurity that comes with losing old support networks like teachers and friends, and with your parents having a reduced role in your life. Educationally, you'll no longer be spoonfed all the relevant information required to write good essays or pass exams. University isn't about jumping through hoops, but developing original arguments. You must learn to think and work independently and motivate yourself, which can be daunting.Recent research by Dr Felicity Nichols and colleagues at the University of Hull found that new students experience symptoms of anxiety and depression during their transition to university. By tracking the diaries of 133 students and testing them at the beginning and end of their first term, the researchers found that students went through a rollercoaster of emotions: from happiness and excitement, to uncertainty and sadness. At the start of term, some were in the clinical range for both anxiety and depression.http://www.theguardian.com/education/2014/jan/23/sixth-form-students-university-spoonfeeding
Thank you dearest all, I do agree with independent learning. But sometimes, it is a tradition in a school to make sure all notes given, homeworks and classworks are prepared early, all lessons are beautifully planned, to maintain or improve the school ranks against other schools. Especially in schools ranked top 5.
But it is really difficult for teachers to implement new strategy in lessons, like introducing independent learning, students started to complain, parents started to attack, administrators started to yell (I'm exaggerating, but it does feel like that.)
Now, when I'm starting to do my research (independent learning) at another school who's teaching system is still spoon - feeding, I'm still the one who is being attacked (not physically of course). It's really is upsetting. It's them against me alone.
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