When the Bible Study Skills Debate Continues
In this excerpt from the study skills section, we examine some of the major issues surrounding the study skill debate.
By Sarah Lacy More than a decade ago, the National Association of College and University Teachers published an editorial in The New York Times that decried the “increasing number of teachers who do not practice or want to practice a basic level of study skills.”
The organization’s editorial noted that the lack of study-based teaching in schools had resulted in students struggling to understand concepts, apply them to real-world situations, and get their work done.
And it noted that teachers who don’t do any study in their schools are “the single greatest obstacle to students’ ability to achieve their potential.”
In the years since, the organization has been vocal in calling for more study skills instruction in public schools.
“This is an important issue because it is the foundation of all of our education policy,” said Mark Mathers, a principal and director of the National Center for Study Skills at Vanderbilt University.
“So, we have a lot of teachers, particularly young teachers, who are just not doing it,” he said. “
The National Association for College and University Teachers (NACUT) says that the problem is not just lack of practice, but that teachers don’t practice enough. “
So, we have a lot of teachers, particularly young teachers, who are just not doing it,” he said.
The National Association for College and University Teachers (NACUT) says that the problem is not just lack of practice, but that teachers don’t practice enough.
The organization says that more than half of public schools lack sufficient study skills training.
But that number doesn’t account for all teachers.
Some of the more than 30,000 public schools that are in the NACUT’s network of teachers’ organizations do not have sufficient training to adequately prepare students for college.
Some teachers say they can’t find enough time for a class on a given topic.
Others are worried about the potential for overwork.
Many educators say they do not feel comfortable teaching students about math, science, and other subjects that require a great deal of knowledge and skill.
At the same time, some teachers say the lack, and the overwork, of study can also be an impediment to learning and retention.
For example, at many public schools, students do not complete a basic math course and some may fail their SAT scores or take remedial classes.
But students can learn about those topics on the computer or in the class, and there is no time for homework.
Another problem is that students in public school who don�t have the knowledge and skills to succeed in college don�ts even have the opportunity to get there, because their college preparatory courses are limited.
For many students, that�s a huge disadvantage.
While some teachers also say that students often learn more by doing homework, homework often does not prepare students to do well in college.
In addition, teachers say that they are often reluctant to take on students who do poorly in their classes, because the students feel that they would be taking a “bad” course.
That lack of motivation is also an issue.
Some teachers feel that when students are doing poorly in class, they don’t feel confident in doing well on college campuses.
There are a number of factors that can hinder a student’s ability to graduate from college.
Some students might have trouble completing their college work or get bored with the experience.
Some may have poor academic records.
And some may not feel confident with the work that they have done, said Mather.
When teachers don�lly, or don�ve, try to help students in need, they also risk hurting their own careers, Mather said.
A teacher who does not help students to reach their potential could be fired or even have their career destroyed.
In the end, Miley said, teachers have to be mindful of the potential harm they are doing.
“We have to make sure that we are taking into account all the things that we’re doing to help the student,” she said.
“That’s really important.”
Read the full study skills article