Academic Multi-Source Essay
| Subject: | 🎓 Education |
| Type: | Descriptive Essay |
| Pages: | 3 |
| Word count: | 853 |
| Topics: | Study Abroad, Academic Success, High School, Teaching Philosophy |
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Table of Contents
Introduction
Learning in educational institutions is negatively impacted on by various issues. While academic success, for eventual self-sufficiency is an important goal of education and learning, it is important to note that quite a tangible percentage of students do not get to such levels (Duch et al, 2013). The question that continually keeps creeping up, not only among students, but also parents, teachers and various other stakeholders in the education sector is, ‘why do learners find occasionally find it difficult to attain various goals of learning?’ The problems that have continually troubled learners, including myself, are both multifaceted and multidirectional.
While students have been at the center of many problems that arise in the process of learning, it is clear that not all failures and problems that arise in the course of learning are as a result of the students. In as much as students contribute a greater percentage of the issues, several other pertinent, and increasingly significant issues arise from other stakeholders in the learning environment (Barret, 2012). In this essay, therefore, focus is made to a problem that characterizes many learning institutions, and consequentially results in negative effects on the process and outcomes of learning.
Bad Teaching
Consequences of bad teaching
A great percentage of teachers, lecturers, and tutors should be duly lauded for their efforts and sacrifice in the achievement of educational success. It is appalling, however, that this great percentage of lecturers are masked by a few who do not properly engage in the provision of learning services. Advancements in technology have seen a revolution of various systems of learning with many services being digitalized. This has, in some, cases, proved detrimental since some teachers have continually engaged in misusing the benefits of technology, and burden students (Derrick, 2017).
Ineffective teachers have continued to create learning gaps within the learning curricula. My learning has occasionally been problematized by teachers who have failed to live up to the demands of various units and subjects. Hiding under the banner of research and hard work, these teachers have negatively impacted my process of learning.
Bad lectures create an environment of indiscipline within the learning institutions. From their leadership positions, they always draw students into an environment of tension and fear which is ineffective for proper learning. The overall commitment, morale, and excitement about acquiring new and important information are shut down in the process (Derrick, 2017). Students, therefore, continually consider learning and school environment a burden that the society has to subject them to (Barret, 2012). Students continually get accustomed to performing tasks and delivering assignments from a background of fear, but not from a sense of commitment that learning institutions should foster. Students eventually get automated to perform and deliver in environments of extreme pressure, and conditioning. The consequences are disastrous and calamitous. This pattern of learning difficulty, though on a declining trend, continues to problematize learning in several institutions (Duch et al, 2013).
Not only does bad teaching influence the learning attitudes of students, it also serves to critically discourage performance in various units. Bad teaching encompasses specific delivery of information within the confines of the classrooms (Barret, 2012). That a small percentage of teachers still consider teaching mainly as an economic activity, with the sole purpose of obtaining financial gain through salaries is undeniable. Such teachers do not give serious attention to the development of student learning. With the diverse abilities of different students, a good number eventually fail to grasp important concepts that pertaining to specific units, and as such performance in those subjects is poor (Derrick, 2017). As such, the problem of bad teacher crosses both psychologically and physically, with academic success being heavily impacted.
Why it is not solved
While it is not the first time that bad teaching has come up as a problem in the process of learning, it is important to note that it has continually evaded the watch of education administrators. From the establishment of various intensive programs in the process of hiring teaching to continuous supervision of teachers’ conduct, managers and other administrators, this problem has been elusive, continually thriving (Duch et al, 2013). Legislations have similarly been established to ease the process of learning, both to curb unintended behavior from the students and the teachers alike. Teachers form a pivotal component of learning institutions is undeniable, and as such their supervision is usually difficult to implement. Additionally, the problem would not be easy to solve considering the fact that it is the teachers themselves that eventually become administrators, hence propagating the ideology of bad leadership, governance, and service delivery.
Complaints from parents have also been met by resistance not only from the teachers, but also from other stakeholders that consider teachers protected and insured. That overall school academic success and reputation continue to receive greater attention as compared to individual performances (Barret, 2012). Therefore, the problem usually goes unnoticed, only narrated by students and specific classes that have been victims of such poor leadership, and teaching. Additionally, student complains are not usually considered serious to necessitate thorough attention, hence such bad teaching continues to thrive (Derrick, 2017).
- Barret T. (2012). The Problem Based Learning Process as a Finding and Being in Flow, Innovations in Education and Teaching International. 47(2): 165-175.
- Derrick M. (2017). Issue Schools Face that Negatively Impact Student Learning, Resources for Educators and Tutors, p 23-54.
- Duch B. Groh J., Susan A. (2013). The Power of Problem Based Learning; A Practical ‘How to’ for Teaching Undergraduate Teaching in any Discipline, 1st Edition.
Offered for reference purposes only.