One of the most outstanding differences in these two categories of students is evident when each of the group is asked questions regarding certain visual learning aid. One of the groups remains unresponsive and passive. It is only one learner out of the entire group that raised his hand not to answer the question but rather to seek clarification from the teacher on what the latter had requested them to do.
When activity cards were used and followed by questions, the very students remained unresponsive and full of anxiety. They remained tense and rigid throughout the lesson. The learning process usually aims at acquisition of right knowledge that can enable students to excel in their exams.
When students in the first group were taken through creative activities as part of using illustrations and develo0ping an interactive lesson, they lacked confidence in their final work because of the fear of being judged. For instance, when presenting their creative work, they were filled with fear of ending up in mistakes and they were intensely worried about their academic performance rather than their prowess in other skills.
On the other hand, students in group two demonstrated overwhelming willingness to interact with their teacher compared to those in the first group explored above. In addition, there was limited or invisible element of fear in the learning process. They identified easily with the visual aids presented to them.
Moreover, in terms of new ideas that were being presented to them, they were apparently not afraid. Furthermore, this group of students was allowed to exploit their talents and this made learning experience interesting for them. They seemed to participate actively without anxiety, rigidity and fear of presenting their ideas and they were not afraid to make mistakes.
They were also actively involved in problem solving activities and were in a position to socialize freely with other students. Consequently, after school, they were allowed to move into streets with minimal restraint. As a result, they did not concentrate or put much effort in improving their grades.
They were given time to play and when they went back to class; they seemed to participate actively in the learning process. Moreover, these students acquired problem skills and critical thinking and they were ready to face the challenge of life outside the school.
The existing difference between the two groups of students can be largely attributed to the environment of learning and the manner in which learning process is initiated. While it may be prudent to appreciated individual differences among students, it is also worthy to note that a well coordinated learning environment is a crucial factor in determination of both skill/knowledge acquisition as well as academic performance.
Furthermore, the differences can be attributed to the element of motivation. Students in the first group apparently lacked motivation and this made them not to be actively involved in the learning process. Their perception of learning process was completely different from that of the second group since they viewed it as a mere strategy of passing exams.
Nonetheless, the more likely explanation is the element of motivation bearing in mind that motivational strategies assist in capturing the interest of students in addition to fully engaging them in the learning process. Moreover, visual aids do not only keep students active but also encourage them to participate actively in class since they are not afraid of making mistakes.
Contrastingly, the most unlikely explanation is the learning experience or environment. This may be attributed to the fact that even though students were presented with visual aids, both groups were not equally motivated (Simon Fraser University par. 3).
The school provided me with learning experiences that were appropriate. This enabled me to develop as well as grow as a thoughtful adult. For instance, through the available education programs, every student was given the chance to develop and nurture both attitude and knowledge in addition to skills.
It is imperative to note that the latter ideals will definitely enable everyone to become a thoughtful adult (Boyer 58). Through this, every student is in a position to become not only a consumer but also a family member, a responsible citizen, a producer and thoughtful individual. Indeed, I am not an exception in these gainful returns of acquiring the right knowledge and skills.
In addition, due to the fact that the schools do teach both morality and virtue, I became so thoughtful in principles such as justice, truth and reality and thus becoming a responsible citizen who loves and cares for humanity in addition to being industrious in character.
Furthermore, being thoughtful requires one to gain necessary skills that will enable him or her to work towards positive transformation of society. It is against this backdrop that elementary education enabled me to be thoughtful in doing the same with affection (Postman & Weingartne 59).
In the half unit titled “essentials and benefits of the free enterprise system”, I learnt to value the importance of cooperating with other people. This assisted me towards attaining better understanding of my worth and also be able to apply the same not only within the school environment but also to society as a whole.
Moreover, elementary learning experience taken me through a learning process out of which I acquired the right skills and knowledge that enabled me be resilient in life and become an independent adult after school. I learnt the basics of life skills that were bound with both ethical and cultural body. The knowledge I acquired was delivered in a coherent manner that enhanced and greatly improved my critical thinking skills.
In my opinion, I suppose schools should assist students in developing potential ability to think critically in addition to communicating in an effective manner. As a matter of fact, the ability to communicate coherently is an important return that should be accrued by each learner in the process of acquiring knowledge.
Emphatically, high school education should assist students in gaining knowledge not only about their human heritage but also be able to survive independently in the world. The schools have successfully delivered the same by developing a core curriculum that is based on real life experience (Boyer 67).
Moreover, schools should aim at preparing students for both further education and work. However, schools have managed to attain this by developing elective programs that develop students’ interests and aptitudes within and outside school community (Boyer 67).
Finally, schools should aim at assisting students in not only fulfilling their social duties but also civic ones. So far, schools have achieved this through community and school services programs. Hence, schools act as important threshold towards positive development of both society and immediate community.
Works Cited
Boyer, Ernest. Four essential goals in High school: A report on secondary education in America. New York: Harper & Row, 1983.
Postman, Neil & Weingartner, Charles. What’s worth knowing? In Teaching as a subversive activity. New York: Dell. 1969.
Simon Fraser University. The Gifted Can’t Weigh That Giraffe. 2011. Web.