Courtesy of www.bbc.co.uk

Courtesy of www.bbc.co.uk

By Emily Quiles

The never-ending, monotonous teacher stands in the front of the class with a room full of anxious teenagers waiting for the 12:36 bell to ring, signaling for their release to lunch. Some students try to listen, but the “Wah wa-wah wa-wah wa,” from the teacher only increases the number of students slowly drifting asleep within the classroom. Yet the teacher decides to ignore the lack of participation and actual interest within the classroom.

In the walls of the classroom there is no “perfect solution” to getting a room full of high school students to pay attention. The lack of studious characters sometimes results to videos instead of lectures to teach the lessons for the class. In fact, some classrooms choose to rely solely on videos as educational tools, in the effort to remain ‘interesting’ to students.

While educational videos are meant for educational means they are not meant to usurp the teacher and their own profession. This is not about “flip-classrooms” where the teacher makes their own videos for the students to watch at home, so then work can be done in the classroom. Instead this is a reference to teachers using the “History Channel” to provide lectures through the use of videos.

Videos are relatively informative and on occasions have taught me in a more direct manner in certain subjects than some teachers have attempted in doing so. However, they should not be used to the extent that the students are more used to the voices that come from the television screen than the teacher’s.

I have nothing against teachers using videos but they should be used for the purpose of providing an extension to the teacher’s own teachings. For example, a lecture on the history of the Holocaust, and then a video to complement the lesson to show actual images and survivors from the tragedy. Or even after an English class reads a piece of literature the teacher plays parts of the movie to compare interpretations.

To certain extent videos are beneficial to the student and in fact studies have shown positive results from them, however teachers should use them to complement their lessons instead of relying solely on them.