TEACHER PERCEPTIONS



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White working class boys from poor neighbourhoods face a ‘double disadvantage’ of low family income and place poverty linked to their wider community
Child with school lunch
MUM

6 Education Theorists All Teachers Should Know Infographic

How Teacher Perceptions Differ in Tech-Forward Schools 

In 2013, the Bill & Melinda Gates Foundation began its Teachers Know Best research project to generate information for the field about what teachers need to succeed. The research focuses extensively on teachers’ perceptions and experience because no one knows better how technology can and should be used in the classroom every day.

The study of more than 3,100 teachers shed light on growing teacher confidence in digital resources and evolving teacher perceptions of the effectiveness of these digital tools. At PowerSchool, we found this particularly interesting as we build the first Unified Classroom experience and place a high value on teachers’ adoption of digital technology. As part of our “Revolutionize the Classroom” initiative, we are excited to see that tech-forward schools are making investments in technology and encouraging teachers to integrate digital tools into instruction – and providing support, including dedicated staff, to help them do so.

As illustrated in the How Teacher Perceptions Differ in Tech-Forward Schools Infographic, “the impact on teachers’ perceptions and use of digital tools is significant:

  • In tech-forward schools, teachers report spending more time using technology in a primary role in the classroom (46 percent of the time, compared to 31 percent of time spent by their peers in other schools).
  • Teachers in tech-forward schools are far less likely to say that their schools lack access to adequate hardware devices for student use (14 percent, compared to 61 percent in other schools).
  • Teachers in tech-forward schools select more of their digital tools than their peers elsewhere (35 percent select at least half of the digital tools they use, compared to 22 percent of teachers in other schools).
  • Teachers in tech-forward schools are significantly more likely to learn about digital tools through professional development than their peers in other schools (89 percent vs. 68 percent, respectively).
  • Teachers in tech-forward schools are more likely to consider using digital tools to continually tailor tasks and instruction to individual student needs and progress (54 percent, compared to 37 percent of teachers in other schools).
  • Teachers in tech-forward schools are significantly more likely—between 10 percent and 25 percent more likely than their peers at other schools—to perceive digital tools as effective across the full range of instructional uses identified on p. 14.
  • And they are dramatically more likely to believe there are no barriers to using technology to help their students learn— 33 percent, compared to 3 percent in other schools.

These findings reinforce the importance of making the kinds of investments in technology that can foster a tech-forward environment in individual schools—one that is supported by leaders who understand and can guide the implementation of technology in the classroom and provide the time, staffing, and resources to support it.”

As digital tools become a more integral part of classroom instruction, district leaders should create avenues to help teachers become more directly involved in technology decisions.

Those who can’t do, teach. Schools dumbdown children!  It’s a ridiculous terror to jail children in schools for sixteen years in order to brainwash them and keep teachers busy!  No wonder children revolt violently. Dropping out is a smart strategy of cutting losses short.

Kids only need literacy, something they can learn from parents.  Nevertheless, government does not allow children to grow properly and work, imprisoning them in schools for at least twelve years, in order to brainwash them with socialist propaganda.  This brings poverty and resentment to many children.  Many smart kids manage to drop out of school, getting all the education they need through internet.

Dropping out of school is a smart strategy of cutting losses short! Public schools are filled with eager, fresh-faced youngsters, and prisons contain many rough-looking adults with uninviting personalities. They are both kleptocrat-run facilities where individuals are held for a specific number of years without their consent, at the mercy of their custodians.

Abraham Lincoln is viewed as a model of self-education.  He never went to school.  He read all the interesting books he could find.  After reading some law books, he passed the law exam, becoming a lawyer.  He was never enslaved in classrooms of four walls with boring teachers.  He was a free man.  Why not your children? Everybody should follow Lincoln’s paradigm.  Stay away from schools!

Han Han, a high-school dropout born in 1982, is a Chinese professional rally driver, best-selling author, singer, creator of Party magazine, and China’s most popular blogger. He has published ten novels to date, and he is also involved in music production.  The Han Han story proves that schooling must be abolished.

For years, kleptocrats have been doing their best to further blur the distinction by giving public-school officials the same powers as the warden of San Quentin. There are many abridgments of freedom and invasions of privacy inflicted on children. Children are looking for a Moses to liberate them from the jails of classes, and lead them to the promised land of real life.

The socialistic feature of public schooling that dooms it to fail is that at every level, the system relies on compulsion instead of voluntary consent. The curriculum is politicized to reflect the socialistic cancer of kleptocrats in power. Standards are continually dumbed down to the least common denominator. The brightest children are not permitted to achieve their potential, the special-needs of individual children are neglected, and the mid-level learners become little more than socialistic cogs in a kleptocratic machine.

The teachers themselves are constrained by a kleptocratic apparatus that watches their every move. Kleptocrats have long used compulsory schooling, backed by egalitarian ideology, as a means of citizen brainwashing and enslavement. In contrast, a market-based system of schools would adhere to a purely voluntary ethic, financed with private funds, and administered entirely by private enterprise.

Generations of dumbing-down and educational indoctrination have brainwashed hoi polloi. Perhaps citizens will wake up quickly to their peril, perhaps not. They must be taught the value of freedom. Many do not even know what it is, and many don’t put a value on it. Where the Founders had the advantage of the spread of Graecoroman ideas, and a population receptive to them, we have the disadvantage of the decline of those ideas, and a population largely indifferent to or ignorant of them. This is quite an obstacle.

Homeschooling is the education of children at home. Homeschooling is a legal option in many places for parents to provide their children with a learning environment as an alternative to publicly-provided schools.

Parents cite numerous reasons as motivations to home school, including better academic test results, poor public school environment, improved character, and objections to what is taught locally in public school. It is also an alternative for families living in isolated rural locations or living temporarily abroad. Homeschooling is legal in many countries, especially Australia, Canada, New Zealand, the United Kingdom, and the United States.

Unschooling is a curriculum-free philosophy of homeschooling. Unschoolers believe that the use of standard curricula and conventional grading methods, as well as other features of traditional schooling, are counterproductive to the goal of maximizing the education of each child. Instead, unschoolers typically allow children to learn through their natural life experiences, including game play, household responsibilities, and social interaction. Exploring activities is often led by the children themselves, facilitated by the adults. Child directed play is a key tenet of the unschooling philosophy.

We should abolish schooling, to end the ugly and inhuman business of people-shaping and to allow and help people to shape themselves. Learning is not the product of teaching. Learning is the product of the activity of learners. The teacher gives explanations, not learning. If a child is left to himself, he will think more and better. Be wary of saying or doing anything to a child that you would not do to another adult, whose good opinion and affection you valued.

Unschooling is based upon and built around the growth of the child and the success that is an inherent part of a self-actualizing life.  The notion of teaching people to become better thinkers is such a basic concept that most people would assume the goal has always been a vital part of educators’ tool kits. But the concept is fairly new on the education landscape, and it has yet to accurately address some tricky cognitive terrain.

LIB THE KIDS

By Basil Venitis

Children locked in all these classes

Dumbing down our kids

Boring teachers with glasses

Unschool now and lib the kids.

 

Kids are looking for a Moses

To liberate them from all these freaks

To lead them to the promised land of chosen

Unschool now and lib the kids.

 

Eager fresh-faced youngsters

Bored to hell and tired lids

Are in classes like gangsters

Unschool now and lib the kids.

 

Abolish schooling right now

Abolish all these stupid grids

Fire all these teachers anyhow

Unschool now and lib the kids.

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