SECONDARY METHODS

Secondary Methods

Secondary Teaching Methods

Historically schooling have been predominantly focusing teaching instead of enabling a culture of learning, the process of providing mass education has been criticized by many as similar to mass production in factories. Children have been regarded as raw materials to be efficiently processed by technical workers (the teachers) who are the only source of filling knowledge in “empty” minds of the students!

Thinkers of radical pedagogy seek to identify, understand, and critically evaluate the effects, consequences, and power relations implicated by particular methods, modes, and environments of teaching and learning in formal/institutional contexts teaching and schooling. In 20th century thinkers such as Paolo Freire, Ivan Illich and others have highlighted the negative contribution of many formal educational strategies and practices. Freire's book pedagogy of oppressed and Ivan Illich's “deschooling society” explain how some formal schooling practices create the relations of domination and oppression. Some thinkers of education are of the views that schooling should be reformed, others argue that it should be transformed and still others call for de-schooling—they too have very strong reasons for their “call” and they logically answer the question that “ if not schools then what…!??

On the other hand, during last two decades, basis researches on process of learning has a lot of new implications for classroom environments and practices within classroom. In developed countries these implications tried to be bridged with classrooms and a more “learner- centered”, “knowledge centered” and “community centered” setup is emphasized.

Latest findings in the field of psychology devalue the mechanistic treatment of Reward and punishment in schools, basically these practices are based on behaviorist school of thought which says that learning is accelerated through positive or negative reinforcement, but this theory was criticized and replaced in psychology some 40 years ago with a newer “cognitive perspective”- which emphasis emphasize educators for cognitive feed back and instinct motivation of students, children are naturally motivated to know and they have a need of “awareness” in the same way as they feel hunger and thrust! but they feel tired when they don't find materials and practices according to their interests and relevance . questions in their minds are either suppressed of not answered by replying them that “it is not a proper question or it is irrelevant” however no any question is irrelevant or improper but “we need to understand the question in deep” for this teacher must have “pedagogical content knowledge”- means they must know “what” they are teaching to “whom” and how that material can be made easily understandable. Actually the teachers who punish students physically or psychologically show that they don't possess skills to satisfy and motivate students.

“Competition vs. cooperation” is another theme that is currently under debate, most of the teachers believe that competition is the only way to motivate students and they can't distinguish between the healthy and unhealthy competition. However others are of the views that because of competition students don't share knowledge and it affect their personality development and they become ...