Students have a bad reputation these days.
Too many teachers, when asked to name the big obstacle to good teaching, they will say, "My students." They will describe their students as either passive and disengaged from the learning process or actively hostile to it.
If you press these teachers to explain how students got this way, you often hear the same diagnoses that are popular : public education fails to teach youngsters the basics; TV creates people with short attention spans who want to be entertained rather than taught; family breakdown leaves children without a readiness to learn and without basic values; etc.
Too many teachers view their charges with thinly veiled hostility and too many of them want to blame their problems on factors that are external to education or are located somewhere.
Maybe, too many teachers have fear to accept their responsibility, cause’ it is easy to blame the context before watching our mistakes in the classrooms, what can we do?...
If we are to become teachers of this sort, our first need is not for new techniques, although there are methods of active listening that are worth learning. But our first need is for a more generous diagnosis of our students' concerns, a diagnosis that will help us understand why our pedagogy needs to be less judgmental and punitive, and more compassionate and evocative.