blue+thinking

Blue Thinking

‘Compare and Contrast the two resources’

Primary resource: Experimentation Secondary resource: Teacher (Sonya)

Some people view that just relying on a chance of something succeeding or testing a hypothesis is an essential part of trying to complete a task. This is called experimentation. When a possible outcome to the question is created many teams’ structures focus on trial and error. If the possible answer is an error it is easy to compare with other probable answers, eventually reducing the final choice to a singular or multiple outcome.

Similar to trial and error is cause and effect, when experimenting seeking the cause without wishing to accept a possible negative affect is dangerous and can result in a reduction of confidence and the will to trial future possibilities. Positively approaching the cause and effect relationship by seeking the joy of success and the thought and hopeful completion of further tasks is helpful and is greatly advised. Reflecting on how, when, why, what, and who regarding problems some educators believe are essential and need to be recorded for further reflection upon reflection in the future. The reflective method of education is mainly used in all walks of educational life. When a group is happily succeeding and believe that in the future seeking the knowledge and application of knowledge from the past is vital and should not be ignored then reflections come in handy. Those groups with the thoughts pointing towards negativity (due to believed failure) sometimes maintain a view that reflecting on how bad they have been ‘places salt in the wound’, many educators believe that reflecting and gaining knowledge from mistakes is essential but the reality of students actually doing so in a non tertiary environment is slim.

While focusing on a negative side, the thought of not seeing any achievement can drive people further to achieving their goal (this could also be pushed along with the presence of a due date or reward). The risk of being blinded can occur when the people experimenting find a possible answer and focus all attention on that topic and if failure occurs then the idea would be discarded. Occasionally there can be an unseen ulterior motive lurking in the shadows of the possible answer that was discarded, which could be the answer they needed and would not have been discovered.

"If a teachers strategy doesn't match the students needs then the teacher is inadequate" Sonya Paterson

Teachers should be able to suit the student’s educational needs whether that ranges from teaching the student directly or creating a problem resulting in the student figuring out the solution and understanding it more. Rules and guidelines are usually set out but when a student expresses a different learning module away from the mainstream, this is where teachers could view the situation as a break of a rule or obligation to the class, resulting in (in the teachers’ eyes) appropriate punishment. When the student has been punished the latter result can vary but mainly resides on a feeling of anger caused by a belief of arbitrary and unjust treatment. If in most cases this is correct the misinterpretation of the students’ learning module is the teachers’ problem. The responsibility for accepting the problem should equally lie with the parents and the teachers (sometimes not with students when older as they can address and recognise their own learning markers) as for learning to succeed in a collaborative manner a strong bridge of communication needs to occur. If the student can respond and understand the efforts of the teacher when educating then there lies a positive. Even in this situation the student can ask a creative question to the teacher as a first in a series of steps leading to the teacher being aware of the students needs. Teachers of more advanced students mainly focus on allowing the student to respond with the learning, by questioning that which the teacher is educating. When student has responded in their individual manner then the teacher can ascertain a more affirmative response to further education regarding the child and seeking a more peaceful relationship between student and teacher hopefully minimising distraction.

In conclusion Experimentation can be effective if the student can respond to other group members making effective actions toward completing the task at hand. Teaching the students continually in a direct non-responsive way can lead to students becoming distracted or leading to the cause of distraction in a classic classroom environment. If experimentation and teaching can lead to maintaining concentration and steadying focus in team work where the intention is to find a series of answer(s), then the two should be used (certainly with other circumstances that haven’t been mentioned ).

Experimentation and Teaching could be combined effectively but in some instances one starts to overpower the other. This causes a dependence. Good Luck in the future

By Thomas Manning