According to him, there is a sense of disconnection among students. They do not feel like they know their teachers. In fact, Dr. Wesch argues that digital technology on the global society don’t automatically foster significant learning or establish genuine empathy or meaningful bonds between professors and students. From his experience, he argues that only genuine connections may restore the sense of joy and curiosity that we hope to instill in his students. From my experience in the classroom, we are defined by our grades. Professors don't connect or understand what are our personal trials that might be preventing us to perform as desired in the classroom. Basically, we just do stuff to "get it done". But, are we really learning something? This grading system is basically working as a sorting machine, in which "As" and "Fs" are defined. In this system, As" and "Bs" start to feel complacent and stop trying and "Fs" are just out. What if, professors start giving a "not yet" and feedback to students? In the same way that babies need to fall so that they learn how to walk, students have to feel that failing is part of the learning system, and that there is someone that cares about them in the learning process.
Hi Nayara,
ReplyDeleteI know what you mean about feeling defined by your grades. For a long time, I felt that way, too. I have learned though, that we can take a different approach to motivate students so that it's about learning and not about getting a grade. If a student is committed to learning and demonstrates that to me, they will automatically receive the highest mark. I don't believe that assessment should be used punitively; it can be demoralizing and grades can have lifetime impacts on students. I think there is room for the "not yet" feedback if the student is committed to working towards the level of "I understand it and can apply it." Do you think you will take this "not yet" approach with your future students?