Lecture 9 Why do I Need a Teacher When I have got Google DR tapan hota

Thursday Lecture Seminar Series
Why Do I Need a Teacher
When I’have Got Google?
(Ian Gilbert)
Lecture - 9 (Chapter 17 & 18)
Tapano Kumar Hotta
Department of Mechanical Engineering
NIST, Berhampur
05th May 2016
Why Do I Need a Teacher (Ian Gilbert) Tapano Kumar Hotta 1 / 17

Outline of Presentation
1 What’s the Real Point of School? (Chapter - 17)
2 An Accidental School System !!! (Chapter - 18)

Pedagogy of Teaching
Teacher teaches; Students are taught
Teacher knows everything; Students know nothing
Teacher thinks; Students are thought about
Teacher talks; Students listen
Teacher disciplines; Students are disciplined
Teacher enforces his choice; Students comply

What’s the Real Point of School? (Chapter - 17)
What is the Point of Education !!!
Convectional School System
Educate children
Bring the best out of them
Help them fulfill their dream
↓
21st Century School System
Develop thinking process
Business Guru: Tom Peter
Education is economics; Eco-
nomics is education (Peters 1994)
Education yield molding hands
(Peters 2004)
Taylor (Student: Pennsylvania, 2011)
Education→National efficiency ↑
→ Productivity ↑
→ Working hours ↓
→ Profit ↑
Education must contribute to
system

Education as Industrial Revolution !!!
Before 19th Century
Children are integral part of industrial process
Factory Act 1820 (Health and Morals of Apprentices Act)
Children up to age 9 are not allowed to work in factories
First 4 years, they are given apprenticeship on reading and writing
This develops respect, sacriﬁce and love
20th Century Rule Book in Schools
Punishment for being late or talking
Punishment for opening window without permission
Punishment for not following instructions immediately

Primary Aim of Education
Bringing best from young minds
Develop loyal, productive and socially contented citizens
Better social control (Abbot and Ryan 2000)
Creating wealth for nation
Leading to understand and invention

Concluding Remarks
Education brings best from young minds
↓
Not to think only for themselves
↓
But to think for whole system/society

An Accidental School System !!! (Chapter - 18)
17st Century (Czech Republic): Comenius - Father of Modern Education
Invited in England to open a new school
Left school during civil war and lived in caves, and hollow trees
Lost two wives and two children, died in Amsterdam in 1670
Proliﬁc writer, scientist and teacher
Motto was all should be sent to school

Infant School - Robert Owen
For children group of age two
Understand instructions
Attention for singing, dancing, acting and playing
Radicals and Whigs transported whole concept to London (1818)

Modiﬁcation of Infant School - Samuel Wilderspin
Develop intellectual and moral powers for Children (1 - 7 age)
Explain everything in a simple manner
Don’t give too much instructions beyond their age
Blend both exercise and amusement with instruction at due intervals
Physical health is essential (Concept of play school !!!)
Teach them in garden/lanes/ﬁelds
Feed child’s faculties with suitable food
Physical, mental, moral, and spiritual constitution to be properly trained →
Happiness of child
↓
If not done → They become restless, troublesome, and mischievous

Further Modification:Collaboration of Schools (Gill Model)
Collaborate schools with local education authority, government depart-
ments → Enhance learning activities
Create an artificial and efficient learning environment (Papert 1993)
Schools must have playground
Nothing like school is possible (School life is best life !!!)

Error in Past Education System/Model
Exercising the memory only to store information
Lack of understanding and judgment
Cannot produce wise man and lead them as parrots
Enhance children thinking, induce them to examine, compare and judge

Lancastrian Model
A parallelogram model
• L = 2W
• Windows to be 6 feet from floor
• Floor should be inclined, rising 1 feet from the master’s desk
• Master’s desk to be on middle of a platform (2 - 3 feet high)
• Desks to be fixed firmly to ground, occupy middle of the room
• A passage to be left between ends of the desks and the wall, where children
form semicircles for reading
Against corporal punishment

Madras Type Schools (Bell Model)
Arranged into different classes
Each would find their own academic level
Promotion based upon academic rankings
In same amount of time, teacher could listen/teach to classes of 20
Reading aloud and around the class
Both Bell and Lancaster models → Hierarchy of tutors, assistant
teachers, teachers, school masters, superintendents, trustees and visitors
Target is Qualified Teachers Status Accreditation (QTSA)

Ideal School Model
Divide school into classes - Infancy (birth to 4); Early childhood (4 - 6);
Late childhood (7 - 9); Boy or girl (10+)
Teach them through sympathy
Allow them to communicate with elders to make them clever adults
Infants to be taught in a diﬀerent room not to disturb discipline of older

Concluding Remarks
40% children lose motivation and make no progress after transition a year
Children who make steady progress in primary school; go backward in ﬁrst
year of secondary school
Discontinuity between primary and secondary curriculum
Lack of information about pupils abilities and existing achievements
Teachers rarely identify children individual abilities

THANK YOU

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