Claim: When planning courses, educators should take into account the interests and suggestions of their students.
Reason: Students are more motivated to learn when they are interested in what they are studying.
Education, as defined by John Dewey, is the process of learning and acquiring knowledge, skills, beliefs and habits. The role of an educator is to facilitate this learning and knowledge acquisition process through well-structured modules and learning objectives developed through a long consultative process by experts at the education bureau. To achieve this goal, more than the interest of students, an educator must consider the integrity of knowledge and their understanding of what students need to cultivate schematic knowledge of a subject in their minds to prepare them for their next level of education or career.
At the first blush, the claim appears to have considerable merit given the manifold advantages interest based courses would bring to the teaching process. Interest is the best teacher that simulates and motivates students to learn whatever they are studying whether in the elementary, middle or high school or college for that matter. This motivation can help students imbibe the subject with more attention and devotion resulting in a better learning outcome. The variety of interest-based courses would enlighten students and inspire them for greater academic achievements. Moreover, when students are interested, they are likely to participate in the learning process making it more engaging and interactive, much to their own benefits and to the delight of the teachers. Also, there are possibilities that students may actually shed some useful insights that could help an educator provide an even more comprehensive and edifying classroom experience. Despite these rewards, completely using student interest as criterion for designing courses will have negative implications for students’ overall educational development.
The most important premise of this issue is that the motivation itself is not the only goal of education. Rather, it is merely one of the important factors which affect the learning effectiveness. Therefore, if educators face the situation where motivation and learning effectiveness are contrary to each other, they should choose the latter at the expense of the former. Furthermore, in some students interest is an evanescent psychological impulse that doesn’t last forever. They may feel enthusiastic about theoretical physics after watching the movie ‘Young Einstein’. But after they start to learn the subject and find it hard, their enthusiasm dies down. Such temporary interest is not enough to always make students motivated throughout the course. Teachers can, instead, help students acquire interest by offering them appropriate incentives for progress, highlighting the importance of the subject in their life and career and employing novel pedagogy such as open book exams, field trips and projects, audio/visual aids, etc.
Many a times, lack of interest doesn’t necessarily translate to a waste of time. Students may be unaware of what will be applicable in the future. For instance, a student yawning during the module ‘Econ 101’, but who still studies the subject for the exam and does well, might find himself or herself using some ‘Econ 101’ knowledge later in life when he or she goes into investing. Letting students influence the Econ 101 curriculum could very well lead them to focus on something very trivial, say sports gambling, and miss out on a more fundamental lesson – a lesson the educator knows will be of greatest use to the students. Similarly, arts and humanities students would want ‘boring’ and somnolent lectures be replaced with novel stories; students pursuing natural sciences would see ‘mad science’ experiments more appealing than physics equations and chemical reaction mechanisms and so on. The overall result would be the stream of unskilled and laymen economists, artists, scientists, economists, etc. unable to contribute to the society, thus undermining the very objective of education.
In conclusion, meeting the level of education is more important for educators than students’ interest while designing the curriculum. Interest can rather be inculcated in students trough proper incentives, novel pedagogical techniques, and awareness about the value of the studied courses in their life or career. A more pragmatic approach would be to allow students to select the courses that interest them rather than designing courses based on their interests.
Grammar and spelling errors:
Line 9, column 1051, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ps and projects, audio/visual aids, etc. Many a times, lack of interest doesn&apo...
^^^^^^^
Line 13, column 6, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a time' or simply 'times'?
Suggestion: a time; times
...cts, audio/visual aids, etc. Many a times, lack of interest doesn't necessar...
^^^^^^^
Line 13, column 449, Rule ID: CD_NN[1]
Message: Possible agreement error. The noun 'curriculum' seems to be countable, so consider using: 'curricula', 'curriculums'.
Suggestion: curricula; curriculums
...Letting students influence the Econ 101 curriculum could very well lead them to focus on s...
^^^^^^^^^^
Line 13, column 623, Rule ID: THE_SUPERLATIVE[2]
Message: A determiner is probably missing here: 'of the greatest'.
Suggestion: of the greatest
...n – a lesson the educator knows will be of greatest use to the students. Similarly, arts an...
^^^^^^^^^^^
Line 13, column 1057, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Unable
..., artists, scientists, economists, etc. unable to contribute to the society, thus unde...
^^^^^^
Transition Words or Phrases used:
actually, also, but, first, furthermore, if, may, moreover, similarly, so, still, therefore, thus, well, while, for instance, in conclusion, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 32.0 14.8657303371 215% => Less conjunction wanted
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 38.0 33.0505617978 115% => OK
Preposition: 77.0 58.6224719101 131% => OK
Nominalization: 19.0 12.9106741573 147% => OK
Performance on vocabulary words:
No of characters: 3780.0 2235.4752809 169% => OK
No of words: 667.0 442.535393258 151% => Less content wanted.
Chars per words: 5.66716641679 5.05705443957 112% => OK
Fourth root words length: 5.08196252842 4.55969084622 111% => OK
Word Length SD: 3.04637936781 2.79657885939 109% => OK
Unique words: 357.0 215.323595506 166% => OK
Unique words percentage: 0.535232383808 0.4932671777 109% => OK
syllable_count: 1158.3 704.065955056 165% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 8.0 4.99550561798 160% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 28.0 20.2370786517 138% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 65.3653000374 60.3974514979 108% => OK
Chars per sentence: 135.0 118.986275619 113% => OK
Words per sentence: 23.8214285714 23.4991977007 101% => OK
Discourse Markers: 5.28571428571 5.21951772744 101% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 22.0 10.2758426966 214% => Less positive sentences wanted.
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.312963686679 0.243740707755 128% => OK
Sentence topic coherence: 0.0867785981852 0.0831039109588 104% => OK
Sentence topic coherence SD: 0.0541381450802 0.0758088955206 71% => OK
Paragraph topic coherence: 0.187938543117 0.150359130593 125% => OK
Paragraph topic coherence SD: 0.0591881204853 0.0667264976115 89% => OK
Essay readability:
automated_readability_index: 17.2 14.1392134831 122% => OK
flesch_reading_ease: 39.67 48.8420337079 81% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 15.9 12.1639044944 131% => OK
dale_chall_readability_score: 9.63 8.38706741573 115% => OK
difficult_words: 205.0 100.480337079 204% => Less difficult words wanted.
linsear_write_formula: 16.0 11.8971910112 134% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 16.0 11.7820224719 136% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.