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Teaching History In Schools Essay

1190 words - 5 pages

Students respond differently towards the distribution of information, reacting and indulging differently if that information comes from an educational outlet than that of a social or even private source. This is especially the case with history with more students feeling overwhelmed and unattached to history information supplied to them through classrooms or teachers but respond well to history when it is received through media outlets, technology or just outside the educational system. Maybe it is due to the students’ perception that anything taught at school is going to have a bland and ‘boring’ element towards it, that the classes are not fun but only cutting into the time they could spend socializing or using technology. Maybe those students that find history interesting outside the academic level openly engage in those historical fiction and films, feeling more in control of their learning or the information supplied to them. Maybe in an academic sense, students cannot see the relevance of the historical information supplied, making it difficult for them to understand it and recognize why it is important element of their study. Usually information received outside of school the media outlets such as the internet and television highlight historical information in the relevance of today’s society, illustrating one of the reasons such topic has made headlines and is still actively incorporated into society. It can be argued that all students would like to learn, however to be actively engaged in their material that they are learning, they feel the need to understand the relevance of the academic source in the light of their and the society surrounding. As teachers entering into exchange between the students, classroom and public sphere, it is important to understanding the educational conundrum, taking it into account in our classroom lessons and subject matter, making certain we understand all of the implications to creates and strategies to overcome any issues that may emerge.
The first element outlined in the Board of Studies History Syllabus (2006) is that relating to the educational opportunities illustrated through studying history. It demonstrates that the creation of such source as its outline of subject matter and requirements allows students to gain vital learning strategies important, firstly, to learning history, and, secondly, to engaging in education on the whole. They focus on students individually, recognizing the importance of positive development, participation and engagement as vital elements in all students learning to the best of their ability. However, as teachers, it is understood that not all students connect and respond to educational practices in a positive light. Unfortunately, History teaching does not avoid this issue. The conundrum between popular history and that taught in school history is a significant issue when it comes to creating lesson plans and educating students. This issue must be account for in the...

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