Week #2 Reading Response:
Since the start of organized school systems, there has been little changes to the subjects that get taught and the way the schools operate. Growing up, I have experienced the Tyler rationale on many occasions. Occurring all throughout my time in school, I can remember that all subjects are taught mostly among the guidelines of Tyler’s Rationale which includes aims and objectives, content, organization of teaching and learning then an evaluation that gets graded. A certain subject that I can relate this too is math. You start your lesson with objectives that that you want your class to learn like division. You then teach the process of division with organization and the steps of division in hopes that the kids will learn it. Regardless if the students get it or not there is a set date for the exam and that’s when it will take place. The process never really changes, there is a start, then the content and then test. This is convenient for teachers because this rationale adds structure to our school system.
One major limitation to the Tyler Rationale is that schools don’t emphasize enough on common sense. Schools have set classes and subjects that need to be followed that some kids may find uninteresting also. Tyler’s Rationale seems to put more thought into staying within the curriculum and staying on task that sometimes actually learning the subject. It doesn’t really let students expand their ways of thinking and understanding.
I think one of the biggest benefits of Tyler’s Rationale is how it provides a structure and process to school systems as we talked about in class and shown on the power point slides. It helps for teachers planning and organization in classrooms. Each teacher would have their own way of running a classroom if it wasn’t for Tyler’s Rationale which may cause chaos. With organization and structure it allows students to stay on task and to have an end goal.