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Should the word of a teacher always be accepted as a fact? Is it reasonable to directly teach a state-required test so nearly every student may pass? Are all children ready to learn complicated subject matter at the same grade level? In support of the constructivist philosophy of education, when students are encouraged to develop and learn at an individual pace, it is necessary for students at all levels to participate in classroom discussions, develop critical thinking skills and take part in group activities in order to achieve academic success.
In an age when individuals of different economic, religious and academic backgrounds interact in public school, opinions greatly vary. Classroom discussion allows each student the opportunity to convey his personal thoughts, beliefs and previous knowledge regarding the material being presented by the teacher. Every answer provided by participating students is considered to be correct in the constructivism way of thought. Learning based on the information only provided by the educator is restricting to the student; therefore, it is clearly unfair to limit the potential knowledge for a student by confining teaching to a lecture format. Additionally, a lucky teacher who is willing to listen may learn something from his or her students in an open communication setting.
As critical thinking skills emerge, students are able to appreciate new found knowledge. If a student is prepared only to pass a state required exam by consistent and often irritating teaching methods, he may be satisfied with the spoon-fed information to which he has been exposed. How will he manage difficult circumstances outside the
classroom? Each student must develop the skills to problem solve and self teach in order to experience satisfaction as an adult. Often one is faced with a situation which he has not previously encountered and without proper critical thinking and problem solving...
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