Being Open for Discussion

With courses taught throughout the early and late stages of education, some teachers do not necessarily have to worry too much about what they say in regard to the consequence of implications. However, many Social Studies courses typically involve topics in History that bring up many current arguments and discussions that are brought up in a political or economical sense. For those of us who may be going into this field, it is really helpful to have a grasp on how to handle these sorts of situations before they come up! One of the main targets that need to be embraced before even considering possible methods would be that students should feel as though they can feel involved in conversing about issues in general. Depending on where a person teaches the subject matter may be limited or absent, but still having a welcoming and open area for analysis can make or break a classroom’s effect of being able to appear considerate.

A few different methods that have been created to help all kinds of teachers to retain a sense of order in the classroom while handling potentially disruptive topics range from observing: denial, privilege, avoidance, and balance. By general concept, these four areas discuss how teachers can best decide how to go about explaining topics without influencing their own opinions onto the students. As the experienced writer, Diana Hess explains, “…I don’t want kids to agree with my views just because I am the teacher.” Teachers hold the responsibility of providing knowledge and information to students, but truly only the best let their students take that expertise and apply it to their already-made experiences and thoughts.
One broad statement that I have heard from many individuals belonging to the groups ‘Millenial’ and ‘Baby Boomer’ is that young teens are not smart and should not have any say in major debates and arguments in regard to politics. While the commonly held belief of wisdom being earned with age tends to hold some truth, younger generations acquire newer perspectives and helpful feedback on methods that have been set in stone for years. As a future teacher, I look forward to hearing from my students about how they have seen certain social cues, laws, and orders change within their time!