ECS 210

A “good” student according to common sense.

A day in the life of a ‘good’ student according to common sense would likely begin by silently walking behind a leader in a standardized single line, directly towards their assigned seat. They then would unconsciously criss-cross their hands together or open up a book and read. This student would stay quiet until they receive the approval to talk or resume a specified task. Curriculum would come easy to this student, as they would easily comply to the teaching techniques applied in each subject. A ‘good’ student would never complain, get upset, forget their homework, or become restless.

How can we expect a student to conform to the unrealistic ideologies that are made real due to our societies current mindset of  common sense? Or a better question, what children have acquired the knowledge and discipline needed to comply to these underlying rules made existent due to the expectations of common sense?

The students who are ‘privileged’ by this definition of common sense would be ones who are receiving similar disciplines and routines at home. Parents who direct their children to conform to their adult superiors and know when to follow the rules will be able to function as a ‘good’ student. Society has structured us into thinking that the traditional ways of teaching is the most appropriate way to educate the population. We are controlled into thinking that a student must always behave in a professional manner and if they do not they will be identified as a ‘bad’ student, which is a label no child wants to endure. This causes fear in our students to speak freely and develop individually. Only the students who let the fear of being a ‘bad’ student control their actions will be privileged in today’s education system.

Considering external and internal factors of each individual it is impossible to expect every student to learn in the same manner as their pupils. It is also impossible to expect that each student will show up to school everyday with a big smile on their face and thinking caps on. We have to disengage from assuming the traditional ways of teaching can structure all individuals into one type of ‘good’ student. Our students are individuals who have personalized thoughts, learning abilities, behaviors, and so on. Us as teachers must begin to recognize this and disrupt the current definition of a ‘good’ student.

 

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