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- Catherine Rampell, student @ University of Washington
"Exactly the help I needed."
- Jennifer Hawes, student @ San Jose State
"The best place for brainstorming ideas."
- Michael Majchrowicz, student @ University of Kentucky
Response to Limerick
After reading Limerick's essay on education, one gets the feeling that she is
writing for the ideal education process. Her topic dealing with the relationship between
the student and teacher is so vital to the new generation of students coming up.
The beginning of her essay reminds me of elementary school. All my teachers
would love to see us all motivated, excited, and ready to learn something. They wanted to
hear are opinions and discuss topics with us one on one. In college, I do not think that
teachers mind to see us motivated, but I do not think they care. Universities such as
Illinois and are huge schools that filter out students in large masses. They need
teachers to give students the information and then let them deal with it. They must also
decide on how to get the max usage of their teachers and what better way to do that then
placing them in a room with 750 students.
Every monday and wednesday morning I start my day by going to an economics
class that contains 750 students. I sit there in the and just look at the small man in
the front of the auditorium give his lecture on "GDP". He speaks for an hour and I sleep
for about half of it. I do not sleep because it's 9:00 o'clock in the moring , but because it
is so boring. He speaks and I listen along with hundreds of others. Next I go to a
computer science lecture with about 250 people. Again, I sit, listen, and try to follow
along without falling asleep. Wait we aren't done yet; I still have two more lectures,
one in Astrnonomy and one in Math. Both if these contain 200+ students.
My point is that the reason myself and many others study our _____ off is because
we learn nothing in the classroom. I go to the lecture find out what is going to be on the
exam and study that and only that. I do not have time for other information because I
have to teach myself all my other classes. I probably won't even ask the teacher for help
because I don't even know the guy. I feel uncomfortable talking to them. A perfect point
example would be that of my Astronomy Professor. He specifically told us to email the
TA for any questions we had before emailing him. What kind of statement is that?
This guy only cares about himself it seems. We go to class to hear a man with the same
monotone voice for an hour who really has no interest in us. One big thing that high
school teachers told us was to take care of yourself because noone else is going to
and that is so very true in this University.
I want to come out of college with professors as friends of mine. I
want to be able to sit and learn in classrooms with 20 people max. I want the teacher to
say "Yes Vik," when I raise my hand to answer a question. That is how all Universities
should be. The student to teacher ratio should be way down and the interaction should
jump way up.
Professors need to bring their ego down a bit and come to reason with themselves
that since they are teaching they might make the best of it. Published or not, these
professors have taken the responsibilty of contributing to our education and I want them
to give a hundred percent.
Also, the funding for schools must stay strong and not be diminished. If it was
cut then the whole education process would just get worse and worse. We are
already at a negative with the interaction between students and teachers; if we cut funding
we just get brought down even more.
In closing, in order for students to become intelligent and learned, they must learn
and get feedback fast from their teachers. They must talk with their teachers, know who
they are, and not be bored to death with their lessons. Class must be exciting and
different. Students must want to come to lecture to hear their friend, Professor _____,
View Full Essay
Educators, Occupations, Teacher, Educational psychology, Pedagogy, Luther Standing Bear, Classroom management
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