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Creativity-Affordable Essays

Creativity can be described as the skill of applying imagination to create new ideas, particularly in the context of art. From a classroom perspective, the aforementioned skill should be taught irrespective of the subject or the attendants of the students. However, to much disbelief, this is not utopia. As a result, there is a gap between the student and faculty expectations, which leaves everyone unfulfilled as stated in Ernest Boyer’s article “Creativity in the Classroom”. Boyer tries to discuss the issues between professors and students and the elements influencing class quality. The author argues that for better interaction between teachers and students to be achieved, the size of the class should be small since it makes the latter feel better when studying.

            Boyer concludes the lecture method used in modern-day classroom is inefficient. He states that “with less perceptions, the tutor stood in the front row of the class and stood for forty-five minutes. As a result, the data was presented and the student received it passively. Therefore, there was a less chance for the positions to be clarified and challenge the ideas”. As an undergraduate, one has to register twenty-eight credits within the semester. Hence, the total hours that were used in the class were around eight, fifty-minute sessions each day for six days every week. The instructors used to lecture the entire time, making it intricate for the students to focus the entire day and week. The instructor only asked questions when the students made noise to acquire their attention. However, the main assumption of the tutor was that the students always listened to the lecture. Only a small portion of the students understood, while the majority never comprehended. On the other hand, the students who were confused with certain concepts hesitated to ask questions to seek clarification since they feared humiliation. These scholars ended their sessions with maintaining low decibel level during class time. Inevitably, the victory in the classroom was not projected by students who understood a particular concept, but it was accredited to the lower student decibel level.

            These examples are in line with Boyer since he refers to them as discouraging and uninspiring. The author discovered exciting instances of outstanding teaching in other facilities. Indeed, there are instances that a student feels privileged to sit in a lecture class. One of the professors mixes his experience with the textbook content so elegantly, and he also makes the scholars do experiments so fervently, giving them time to relate and understand. He also answers every question asked by a student because he feels that everyone has the ability to comprehend classwork. Likewise, he develops an enthusiastic environment for the whole semester and provides ideas for the students. As a result, he preserves the imagination of students while creating original and new ideas.

            In the article, Boyer argues that when the students and faculty do not observe themselves as having paramount business to accomplish together, the prospects for efficient learning are reduced. Some of days in undergraduate can be spent in vain. For some of the courses I undertake, I did not feel the urge to sit and pay attention towards the proceedings of the class. Additionally, the only obligation was to maintain at least seventy-five percent attendance, and one would forego an academic year if it was below. On the other hand, in classes that I undertook, lecturers made it intricate to understand since I would not maintain focus. In instances when the professor was strict, one used to sit silently and wait for the session to end. Boyer notes that it happens when one distances himself or herself from the tutor.

            Notably, if students acknowledge an idea or not, and if they have scheduled time for revision or study, they need to pass the exams. As a result, most of the students opt to cheating for better grades in their credits. Boyer agrees that activities such as purchasing term papers or cheating on assignments continue to erode the quality of education, and I agree with this statement. For instance, there are students who score full marks in the midterm exams but fail the final one because they cheated on the former. In addition, most of the instructors do not have the capacity to manage or intervene in the situation since they announce the queries that will be done in the upcoming exam. Evidently, they try to make the students pass the test because they feel they are responsible for the class. Instead of bridging the gap, it only broadens it because students deem it as an opportunity to pass in their exams. Thus, it results in the dissatisfaction of both lectures and students, hence, eroding education.

            Nonetheless, if both lecturers and students perform their best, only contagious enthusiasm can be sustained in the class. It is quite obvious that students who deem to do their best get the affection and involved with the professor. As a result, the gap between the student and lecturer will be reduced, and it may influence the power of the teacher. The joint effort of the lecturer and student needs to be involving for the latter to understand the material and pass exams later.

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