By George Josserme
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I've been blessed by a profession that took me to live in several countries all of which ~with insatiable wishes to learn and being a natural observer~ gave me a wonderful experience; and a chance to learn more.
Since gaining valid knowledge has been to me an important matter, I've always been concerned with my kids' education, and how well rather than how much they learn.
It is that difference between "how well" and "how much" that directed me to disagree with educational systems that I personally encountered in those countries I lived in for long enough, and that includes the U.S.A. and Canada.
The educational systems ~from elementary school through high school and all the way to college~ fail at the foundation of a vital matter: "The teaching-learning process". It not only applies to substantial number of North American learning institutions, but also to their counterparts in other cultures of the world.
In my years of high school, I had a Science teacher known by this nickname: Mr. Why. His real name was Professor Consentino. This man conceived and mastered applying a principle I have never seen implemented so proficiently by another teacher anywhere during my decades of observations.
His principle was that when a teacher is confronted with normally intelligent students and those students fail acquiring knowledge, it is a clear and very revealing indication that it is the teacher the one failing at teaching and passing knowledge on instead of normally intelligent students unable to learn.
Professor Consentino's classes were far from becoming yet another boring monolog. He systematically ~and with no failure~ turned his classes in interesting, enticing, and grabbing disclosures of how nature uses its laws. This man filled great deal of his time in class showing his students daily events where we could unmistakenly witness and experience laws of physics being applied by nature itself. He successfully achieved for us to get inspired, and to understand his teachings crystal clear.
Should one student enunciate any law of physics, he can be anticipated to ask "Why". It was not enough for him to see students memorizing the law. This teacher wanted to make sure that every student understood the principle nature had behind that law, and he wanted it without the need to go home to study.
It was because Mr. Why ensured himself that each and every of his students left class fully comprehending exactly what he taught that day. In his opinion, studying at home what he taught in class ~and he taught so well~ was a waste of our private lives. kids educational websites
We learned what we were supposed to learn at each one of his classes, and we came home with something new that we learned that day. We had fun, and always looked forward to his enjoyable classes. It was joyful to see him proud that in his extensive career not even one of his many students ever failed Science. It certainly seems that there has been just one and lonely Mr. Why.
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It will prove immensely wise to realize that it is not enough to hire
teachers based on knowledge they have in one particular subject.
It is paramount that all teachers must inescapably be highly efficient
when it comes to execute something vital and crucial: how to teach.
That is because all teachers could so magnificently inspire, sculpt, and
cultivate the future if they master how to teach before they are hired.
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