Critical Thinking, Education, and Self
Introduction
The educational system equips students with skills and knowledge to build on the professionalism and acquire valued and well-paying careers. The education system should teach in a different approach, such as technology application, strategic teaching, advocating for professional practice, engaging learning environment, assessing the learners, generating learning materials, and designing an efficient curriculum. The approaches can encourage more students’ ideas and proposal accommodation, enhance efficient and effective students’ learning, and facilitate adequate satisfaction. Therefore, students should be able to choose what they want to learn.
Reasons Why Students Should Be Able to Choose What They Want to Learn
Students should choose what they want to learn because it aids them in developing a sense of control and power over what they undertake, which is a progression for their growth and development. When learners possess the spirit and passion for their duties and are motivated to succeed, they can achieve remarkable feats. Choosing what they learn provides them with positive energy to contribute to their learning process directly. When students feel a sense of control or out of control regarding education, they can quickly back out of learning. Teachers can play a significant role in giving students the power to control their learning. Teachers can test the students’ understanding level in distinct ways rather than one particular standardized approach. Different ways of student assessment can bring forth a clear indication of their understanding level as they will have the ability to convey their attention in the most secure way (Graves 47; Herman 373). Tutors can also educate the students on self-assessing. Self-assessing provides learners with opportunities for self-evaluation and evokes them to review their accomplishments. Self-assessing also grants them the authority to study and keeps them responsible for their time utilization and advancement towards their goals. Teachers can also allow students to propose designs for their project-based learning and keep track of their advancement. Project-based learning can create an evaluating standard. Despite what the learners are developing, they can comfortably show their innovation, take credit for their learning encounter, and put down specifications for what should be sent (Herman 376).
Students are abled differently hence should be given a chance to choose what they want to pursue. Differentiation is another reason why students should be able to choose what they want to learn. Having a learning system that accommodates all the scholars in diverse groups can be challenging since various students possess different skills, knowledge, experience, and abilities. Setting up several learning experiences can help meet the diverse students’ needs as they will be able to understand what they love, concentrate on what they are good at, and also put in practice the skills they are well equipped with (Whipp et al 371). Advocating for differentiation in learning institutions can improve students’ performance because one will be engaging in a subject they love and is good at increasing productivity. Instructors can promote differentiation by working in handy with learners to make and apply classroom management schedules that allow both predictability and flexibility. The instructors can also provide each learner with a compelling, reliable, inspiring, and supportive learning environment to consider differentiation in the learning facilities. The learning institutions can also help narrow differentiation issues by coming up with a meaning-rich curriculum designed to interconnect learners and is formed around well-articulated learning objectives familiar to both teachers and learners. Organizing suggestions based on developmental assessment data to attend to the entire class, small teams, and personal differences in interest and perspective to learning can also contribute to handling differentiation among students to enhance their growth and career development (Whipp et al. 372-373).
Apathy is another reason why learners should be given a chance to choose what they want to study. Students also differ in other forms other than abilities and skills. Apathy is the absence of affection, passion, attraction, or concern about something. Some students may find it beneficial for working alone while others would prefer working in groups, and others may find interest in sports and others in nature or history. Taking heed of the students’ passion and interest can contribute to their learning hence overcome the issue of apathy in learning institutions. According to Schou (17), students’ ideas are not included in the school’s managerial activities, bringing about disengagement and promoting apathy among students. Apathy is also experienced among students because they feel like schools view them less as students and more to an end since educational institutions are honored depending on the success levels. Apathy is also caused by external elements such as parental participation or social, economic influences. The apathy that learners experience in the educational facilities draws them further away from participating in school learning, therefore, missing out on opportunities for a complete fruitful life (Schou 19). Collaboration among the management, administration, teachers, and pupils can help tackle apathy by addressing the needs of the students to upgrade the engagement and educational attainment of all scholars. Using the stakeholders and understanding their perspectives can make them recognize their control over their education and future life (Schou 29; Graves 115).
When students can choose what they want to learn, they can participate in extensive and broad learning, thus enhancing diversification. When engaging in a learning area of choice, students’ brains learn quickly, and memory increases the information storage effectiveness. Students are allowed to choose what they want to learn, improve creativity and cause other influential scholar work norms such as setting programs that suit them best, efficient organization, and getting enough sleep to sharpen one’s focus (Frey et al. 31). Students engaging in diverse learning in schools promote a diverse environment where significant innovations originate. Learners choosing what they want to learn improves their social and emotional learning. Social and emotional learning is facilitated by social awareness, which increases when students are working on passionate and exciting areas. Social awareness also improves creativity and self-direction and brings on board the strengths and weaknesses of an individual. Efficient and effective decision making is also enhanced through social and emotional learning since students can choose based on school work. Therefore, teachers can share more power and control with scholars, thus intensifying flexibility and choice to achieve learning objectives. One student can be an inspiration to another, fostering new ideas, and promoting greater creativity (Frey et al. 35-43).
Conclusion
Students should choose what they want to learn because they can develop a sense of control and power over what they undertake, which is a progression for their growth and development. Students are abled differently; hence should also be given a chance to choose what they want to pursue. Setting up several learning experiences can help meet the diverse students’ needs as it will enable them understand what they love, concentrate on what they are good at, and also put in practice the skills they are well equipped with. Apathy is another reason why learners should be given a chance to choose what they want to study. Taking heed of the students’ passion and interest can contribute to their learning, hence overcoming apathy in learning institutions. When students can choose what they want to learn, they can participate in extensive and broad learning, thus enhancing diversification. Students engaging in school diverse learning promotes a diverse environment from where significant innovations are likely to originate. Therefore, students should be able to choose what they want to learn.