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## An Interesting Experiment I Conducted in ACJC – The Test Subject was a Teacher

I took my SAT2 maths and physics test a few days ago, after only 4 days of preparation. I don’t really plan to maximize my chances of getting prefect scores because I believe that revising too much is a terrible waste of time, especially when there are more important things I should be working on, and those are more interesting than just Repeatedly stimulating the retrieval process of different sets of data already encoded in my brain to increase the performance of their respective search algorithms. And I can’t predict the future, and so I can’t say for sure that I will get 800 for both subjects. But it is unlikely that I will do well. The pre-university course in mathematics and physics is rather rudimentary. (Topology isn’t even in the A-level H3 maths syllabus. Nor is calculus in SAT Maths L2.)

Something interesting happened before the exam while I was in the exam room.

Waiting for the exam to start was quite mundane. Being lazy, I decided to go through some math and physics equations in my head, only to turn around, to realize that I hadn’t used the formula for the surface area of a sphere for as long as I could remember. And I couldn’t remember that place. As I was wondering whether I should try to derive it by a definite integration of the function giving the circumference of the disc or by differentiating the function for the volume of the sphere, a tall polished-looking figure in a button-up collared shirt entered. the room

I thought he was a math teacher at ACJC in all probability. He came to double check the graphical calculators of the students who brought them and clear the stored data if any has been cached to prevent possible acts of dishonesty. His attire made a good impression on me and he reminded me of my favorite physics teacher, who is really passionate about teaching. A thought struck me: Why not use the Stanford Prison Experiment and other social experiments with little knowledge of how they are done and have him as a test subject?

I did not bring a graphical calculator because experience with SAT math mock papers told me that a scientific calculator would suffice. Noticing the lack of a graphical calculator on my desk, he was about to pass it to me, and this unexpected experiment began:

“Hi. Excuse me, could you tell me the formula for the surface area of a sphere?” I asked, trying to sound as humble as possible. I already knew that I could easily figure it out using different approaches in calculus, so I was more interested in his response to this simple request of mine that I didn’t find inappropriate since the test was yet to begin.

Hearing that, she turned her head and looked at me. I could see the indifference in his eyes, mixed with a slight expression of disgust and surprise. So I smiled lovingly. “No,” he said coldly and walked away. Although I expected him not to answer my question, I was surprised by his one word answer and the way he gave it. If he didn’t want to tell me the formula, I thought he would give me a friendly “I don’t know” answer. Or something like that with a smile. I didn’t expect such a lonely turndown. And the irony was that after a few minutes the exam started and I found that the formula was on the first page of the test paper, resting harmoniously with some other formulas; One of the formulas provided to students in the SAT2 Maths subject test is the formula for the surface area of a sphere.

Maybe he wasn’t in a good mood. I hope he doesn’t have that attitude when he teaches because obviously this unusual attitude doesn’t help. Teaching is an intensive psychological process and the way the teacher interacts with the students has a profound effect on the learning process in the minds of the students.

Teaching is also a creative profession and not easy. A person should not be qualified to become a teacher if salary is the only motivation behind knowledge imparting education. If someone shares what he knows with others only for payment, he is more of an information broker than a teacher. And in this case a rental, because we now live in an age where textbook information provided by teachers is freely available on the Internet. I am not saying that school teachers should teach everyone for free. School teachers should be paid not for the information they share with students but for how they share it—paid for the effort and valuable time they spend preparing and delivering what they teach. And in order to teach creatively and effectively, one must be a real teacher who teaches not because of money but because of passion, who happily shares his knowledge on all occasions, unless it is in vocabulary during closed-book time. Test. Teachers are the lifeblood of schooling and we can improve schooling at a micro level by recruiting more genuine teachers suited to this creative profession and by encouraging information brokers to become more enthusiastic about education or by getting rid of them.

Or maybe he’s a good teacher and didn’t want to tell me the formula because of the principles he had to follow. In the name of fairness and equity, no facility should be given to any student before the commencement of examination when the information is not generally accessible. Such principles are made for good purposes. For example, it was probably created with the aim of improving the accuracy of the test, with a time interval where students have nothing to do before the test begins, so that its results can more accurately describe an individual’s academic performance. But these theories should be excluded and abandoned because they are based on the presupposition that tests and examination results are important, which is an exaggeration, and they are not in favor of the bigger picture of education, teaching and learning. The dominant culture of education has focused on tests rather than teaching and learning. Exams should be considered as another element in the learning journey. We need to stop popularizing the belief that tests and test results are so important. And this is the first step we can take to improve schooling on a macroscopic level.

Or maybe he forgot the formula because he’s not really a math teacher. Then I have to thank him for answering “no” instead of “I don’t know” and for inspiring me to write this article. If this were not the case, this experiment has successfully demonstrated that not all teachers are willing to impart knowledge to students while there is actually nothing to prohibit it.

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