Teachers shall not design the test to show off their:
Knowledge
Testing for the sake of testing
Irrelevant questions
Some frustrated teachers write questions in such a way which reinforce their ego rather than helping students. Students shall learn from examination also. It is not only to test but an opportunity to teach students. Teachers must engage and emphasize experiential learning.
Show the students how learning the topics apply in a real life situation.
Master education can deliver lectures to thousands and millions of students over the web. Students will benefit by learning from expert teachers and cost will decrease dramatically. Supplement remote learning sessions with local hands-on teaching.
Teaching shall include research and students can try to find out about their family history as a part of humanity study. Students can document the ecology of their village or town.
Eradicate cramming from the education system.
Write questions which test real life scenarios, not just memorizing the events. Students can open the textbooks during those kinds of exams and actually learn something.
During the lectures include multimedia. Students should be put into small groups to conduct group discussions which will benefit them.
Almost all teachers should have run a business in the past or concurrently. Why? Running a business gives wealth of real-life experiences rather than teaching abstractly as if the world runs like utopia. Those teachers will sympathetically teach the idea of market economy, genuine tolerance, entrepreneurship, virtues of smaller government. Genuine tolerance means tolerance which can be achieved realistically in society. Perfect tolerance does not exist and will not exist.
Teachers will put tolerance in perspective. In Saudi Arabia, a non-Muslim faces severe persecution which is on scale of tolerance really bad; the teacher shall put in perspective that kind of severe persecution to a student calling other students’ names.
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