Critical Response Problem Essay


CriticalResponse Problem Essay



CriticalResponse Problem Essay

Thispaper constitutes a critique certain quotes within Barry Alford andBell Hooks essays concerning students. The main issue to critique isBarry Alford proposition that a classroom environment has to haveteacher-learner type of communication for learning to be effective.He opposes the prevailing system where lectures does all the talkingin lecture rooms while students listen and are forced to instill allthe information learnt for exam purposes. On the contrary Alfordholds that a classroom should be set in such a way that all the ideascome from students. These issues should hence be discussed upon inclass in a student-teacher interactive forum. In his essay he says“The key is that ideas come from students ……” In anothersection of the essay, he says that “this energizes the whole classand changes students from being passive spectators to being activeparticipants.”

Thoughthis can be fruitful in enhancing the learning process, it can allowturn to be disastrous. To begin with, not all students have theability to talks in classroom environments which means that if thiswas the learning process, these students would not feel fulfilled inclassrooms (Hooks, 2000). Secondly, students have the potential ofraising ideas which are unrelated to the learning required. A lot ofcontrol would be needed to ensure that students stick to the requiredline of discussion. It is common knowledge that most students haverebellious tendencies. As such, they are most likely to alwaysdeviate from the line of discussion that their teachers would wantthem to follow in class.

Hookson the other hand stipulates that those students who succeedacademically must have separated their minds from their physicalselves in order to realize maximum academic potential. Sinceeducation at any level is it high school, college or universityeducation has become one of the most sought things in the modernworld, it is important that learning environments provide conduciveand enabling learning environments (Reid &amp Green, 2009). This cango a long way helping students separate their minds from theirphysical selves as put by Hooks. To challenge this, it is importantto ask the question of whether this is the case in most learninginstitutions. Do teachers provide students with an enablingenvironment to assist them realize their full academic potential? Alot still need to be done within learning environments to ensure thatstudents enjoy good learning environments.

First,the issue of bullying in schools is still present which creates fearwhile raising emotions among the parties involved (Glassner, 2003).Secondly, the level of student guidance to help the later realizetheir potential remains wanting. Teachers are usually overloaded withwork making it extremely hard to meet the needs of the many studentswho would require their guidance. As such, it is only right toconclude that teachers or lectures as well as the overall learninginstitutions have a larger part to play in helping students achievetheir full academic potential contrary of Hooks ideas.


Glassner,B. (2003). Ourstudies, ourselves sociologists` lives and work.Oxford: Oxford University Press.

Hooks,B. (2000). Wherewe stand: Class matters.New York: Routledge.

Reid,G., &amp Green, S. (2009). Effectivelearning.New York, NY: Continuum International Pub. Group.