Published at Wednesday, October 02nd, 2019 - 00:55:15 AM. Kindergarten Worksheet. By Karla Jacques.
Below are some common misconceptions about the use of worksheets in the classroom. FALSE. Children do not always know what is best for them, just because they like something is not an indication that it is good for them. How many times have your students come to school dressed inappropriately for the weather or chosen to eat candy for lunch rather than the sandwich their mother packed for them? Because children do not know what is best for them, that is why we, as educators, must purposefully prepare appropriate materials and activities for our students instead of just copying off another worksheet, that is a cop-out in my opinion. As trained professionals in the field of education it is our duty to teach our students to the best of our ability and keep their best interests in mind while doing so. If we do not do that then we are cheapening the profession and adding to the already tarnished image teachers hold in this country.
Arguments against using worksheets. Some of the worksheet quotes below are taken from the article above. “While children may have the ability to perform a task, that does not mean that the task is appropriate and should be performed” Dr. Sue Grossman. Worksheets can be used only one way. Worksheets and coloring books are generally considered convergent materials. They lead children to think that there is only a single correct way to use them, and they require little, if any, higher-order thinking. Our goal as professional educators should be lessons that encourage divergent thinking, not convergent thinking. Worksheet-based curricula dampen enthusiasm for learning. If worksheets have a place in the classroom they would be better found in classrooms of older children who have a background for working with symbols and abstractions (Bredekamp, S., 1987; Rosegrant, T., 1992). Worksheets and workbooks should be used in schools only when children are older and developmentally ready to profit from them (Bredekamp, S. & Rosegrant, T., 1992).
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