Great Educator

I agree with Dewey that the social influences in a student’s life are ultimately the “great educator.” However, that does not limit, nor should it restrict, the impact a teacher can have in a child’s life. Students and children undoubtedly learn more at home and from the social and cultural surroundings than initially what they may learn at school. This is apparent as students typically self-segregate themselves among the cultural or socioeconomic groups that they relate the best with.

Social Media 

Too often we as educators view social media as a negative aspect in a child’s life. Of course, we are not referring to Jersey Shore, or any other reality television show driven by alcohol, drugs, and sex. Facebook provides constant updates on everyone’s lives, from what they are eating for lunch to what the answer to question ten on the big government test is. The latest Twitter feed at the school is all about the big party after the football game on Friday night. The social influence can very well be the child’s primary method of learning – the “social educator” in which students learn to act, behave, and follow their idols. Educators are then left with the daunting task to provide exposure to the world outside their bubble of home and school

It is evident why educators traditionally view social media and the present options of television shows as a negative in regards to student learning. Obviously, Jersey Shore arguably has no merit for anything in this world except to be cheap, dirty entertainment. However, teachers do not need to view all television shows and social media as a negative thing. What about the History Channel? Some stations have advantageous entertainment for students. Pawn Stars and American Pickers are, essentially, educational shows teaching the viewer about history in an entertaining method. Social networking sites can also be instructive, allowing children the opportunity to develop their own identity and written voice.

Teacher Responsibilities 

Of course, as educators, sometimes we have to disprove or silence the discussion about the latest drama occurring on the late night reality television show, or debunk the rumors that are spreading like wildfire on Twitter. This does not mean that social media cannot be used to the educational benefit of the student. I would require my students to watch shows on the History Channel, National Geographic, or PBS to expand their knowledge and support the curriculum that was provided in the classroom.

Throughout the context of the social media age, teachers should remember that they are not simply pawns to the whims of what is shown on television. Social studies teachers should utilize the media to portray current events in their classroom. Educators must remain unbiased to the partisan context of political media and the cultural impact of the news. The media tends to display messages that segregate individuals by cultural or socioeconomic status, but the school should be a location where students are brought together and allow collaborative learning to be ubiquitous.

I remember the historic 2008 elections, where America elected the first African-American President. The majority of my students were against Obama, as were their parents. Students would hear racially charged messages from their parents that were derogatory towards the Democratic nominee. My duty as their educator was to present all of the facts, look beyond racial or cultural differences, and allow my students to make a decision for their own. This was particularly true for my senior students, many of whom voted for the first time in this election. Although not all of my students may have ultimately been able to articulate their own rationales for their Presidential pick, it was my duty and responsibility as their teacher to educate my students and to afford them the opportunity to look beyond color and home-life dogma, and to make the political issues the driving force for their decision-making.

Conclusion

Students come to a classroom with predetermined beliefs and understandings, and it is not the responsibility of an educator to convince students that their beliefs are wrong. Educators must present all facts, and empower their students to make their own decisions. Dewey was correct that the social influences outside of the classroom are the driving force for a child’s education, and the school is a secondary to the student’s path towards self-recognition and beliefs. Yet, as educators, it is our responsibility to present the facts in an unbiased, unprejudiced, and yes, even entertaining method in order to allow students to make their own decisions.