blog traffic analysis
This-essay is a7805043.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %STUDENT JUSTICE 780504 The traditional student-teacher relationship lacks mutuality. It is usually presumed that the teacher has much to teach the student, but that the student has nothing to teach the teacher. A more extreme form of the presumption is that the student has much to learn, but the teacher knows all that needs to be known. The teacher is presumed to have "arrived", but not the student. Another asymmetry which is often taken for granted presumes that the student is not as interested in learning as is the teacher---therefore it is the teacher's responsibility to "motivate" the student by the use of various techniques---usually associated with grading, which relates to certification of learning. This puts the teacher in the formal role of trying to control student behavior---without the student having any corresponding responsibility to try to motivate the teacher to learn/teach well. The power of the teacher over the student tends to be greater and easier to exercise than is the power of the student over the teacher. The asymmetry extends further in that one teacher has power over all the students in one class. this makes it difficult for an aggrieved student to find a secure ally. The students are likely to perceive their teachers to be allies of each other---and fear that offending one may lead to unfavorable treatment by another in a present or future class. In the absence of a trusted grievance procedure such fear has fertile ground to grow in, and is likely to be nurtured by stories and paranoia on the part of imaginative students. It is exceedingly difficult to devise a practical grievance procedure by which to deal with the problems of student justice. Violations of students' rights are likely to be of such a nature as to defy reliable objective verification beyond reasonable doubt. Violence done to students' integrity, self-esteem, self-confidence, self-image, friendships, spiritual sensitivity, respect- for-life, desire to be open, curiosity, assertiveness, personal honesty, and respect for teachers---such violence is not objective in nature: formal judicial processes cannot very helpfully deal with such violence. For this reason student justice will be promoted mostly through teacher-training, personnel decisions, faculty development programs, and other actions which will motivate teachers to be in open and honest mutual dialogue with their students. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
Lines beginning with a percent sign are  KEYWORDS  for use
in ESSAY-System Searches.  Their terminal digits are dates
of writing in the format @yymmdd#, where @ =  a  means 99,
@ =  b  means 20, and # = is a within-date essay-count.

Links to date-adjacent essays are near  page top & bottom.

Find the following links by clicking on CENTER when CENTER near the top or bottom of a web page of essayz.com 1. Go to HOME PAGE of essayz.com 2. Find brief-essays via keywords 3. Find brief-essay about ADDICTION 4. Search-Helps related to ABOVE-LINK 5. GoTo Action & Information Center 6. Find Regular-Essays via Year/Month 7. Find Regular-Essays via Word-Starts 8. Find Regular-Essay about LOVE

This-essay is a7805043.htm which is available at the web-site www.essayz.com. These 5 lines echo top lines. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One