Does the truth come out of the student's mouth?
Our website https://essaymap.org/ is read not only by teachers, but also by students. Evidence of this is a lengthy letter. Not only does he sincerely care about education, not only does he argue about the subject "literature" and the tasks of the teacher (as they are seen "from behind the desk"), but he also suggests that we introduce a permanent rubric in which students can have their say. We'll think about the proposal, but in the meantime, let's take an outsider's look at our work. It can be useful. The writing style is preserved, abbreviations are marked with periods.
Dear beloved teachers! I wish that a new rubric would appear in the newspaper, where the dots would finally be settled, misunderstandings and ambiguities would disappear, Understanding would appear, Love and co-creation would reassert themselves!
For learning to go hand in hand, the first thing needed is unconditional understanding, love and trust between us and you, dear teachers. Don't be angry with us if we don't immediately find common ground. Find is the key word. The first of the first qualities a teacher needs on our common path to excellence is a constant and tireless Search for the best ways and strings to connect with students. The first step can only be taken by you, as the wiser and more experienced people. Asking yourself questions like, "What are they into?" or "Why are they watching this, listening to that, doing that?", "What do they like about that? Or don't they like it?", very soon you'll be answering the big question, "What would make more sense to them, more interesting to them?"
Once you've figured out what your students like in their normal lives, you have to incorporate it by hook or by crook. So that plan, which all teachers usually relentlessly follow, must constantly be subject to change, to be adjusted, to be as mobile as the children's lives are. One of the best teachers is the one who is not afraid to experiment. A real teacher does not limit himself/herself to a fixed program, but acts "according to the situation", i.e. all the time is in the moment of learning and leads the process, based not on what "should be" according to the plan made N years ago, but on what is now. After all, teenagers' lives are constantly changing... So you have to try and experiment - and we should and will help you with that.
We, as students, want as much overlap as possible, so that there is a connection between the different subjects - from physical education to math. This will systematize all the sciences in our minds, bring them together into one whole. This synthesis creates a holistic perception of the world, makes us understand how everything is interconnected.
All teachers must work together to educate their students. It should be a Team of adults and children, where children greedily absorb knowledge and adult teachers greedily give it. Ideally, class and teachers should work together to get to the depths of works, to the origins of phenomena, characters, and nature.
When a teacher puts himself above the students, we don't like it. We don't like it. We don't want to work. When the teacher becomes the friend of the class, when he or she sincerely wants to help, to teach us, to pass on knowledge, we feel it perfectly well. We will give back, it will inspire the teacher, it will inspire us. A vicious circle will form, multiplying its power with every turn. And if we combine all of the sciences, we can touch the kind of knowledge that not everyone would ever see, even by the margin of a lifetime.
We do not even doubt how much more productive and interesting learning will become. Since school wants to give us knowledge, there is no better way to teach us anything than to make us interested, to make us fall in love with the subject. If we don't want to get knowledge, we won't get it, no matter what the teachers do. But if we want to get knowledge, nothing can stop us. So why should you teachers spend so much effort on telling an uninterested class about a subject when all we need is to get us interested, and we'll use forceps to get it out of you?
The nineteenth century is given great importance as a century of literary flourishing, but in order to get a better feel for the atmosphere, customs, and culture of the time, we must be "introduced" to the state in which the people of that century were. For this, literary descriptions alone are not enough; it would be great to really feel "in the skin" of the characters. If teachers, in conspiracy, each in their own subject, tried to "plunge" us as much as possible into the atmosphere of the chosen period, the effect would be terrific. But how to connect such seemingly distant subjects as physical education, literature, and mathematics? As the saying goes, there's always a will, and there's always a means https://essaymap.org/do-my-homework/ .
Physical Education. What can the physical education teacher offer to children studying, for example, the literature of the same 19th century? In so many works the dance connects the characters, introduces them, breaks their hearts. In the dance, at the ball, the hero reveals to us a new side. But how many modern schoolchildren have seen a waltz, polonaise, or other dances of the time in a picture? Not many, I think. If literature were combined with physical education and we were brought into the dance at least for a couple of classes, it would be much easier, more visual and interesting to understand the meaning of dance, its meaning. I'm not saying that it's just useful for general development. A pupil would have a clear idea of what a ball is, he or she would get acquainted with the music, with the etiquette of the time, and this is important for understanding the characters.