T Ban Boredom It's A Life Skill By David Mitchell Analysis
Response to Text David Mitchell’s article, “You can’t ban boredom… it’s a life skill” was published in The Guardian online in order to express his opinions on the recent ‘crackdown’ on ‘boring’ teachers by the Chief Inspector of Schools, Christine Gilbert; Having read and considered these arguments, I must agree with many of his views. Mitchell’s first point outlines how getting rid of every single boring teacher is going to be a very difficult task, as he says, “Well, if my experience of school is anything to go by, she may have to root out half the profession”. Mitchell brings up a very valid point: in his opinion, he believes that half the teachers may have to be dismissed because of the routine activities used, such as writing out of
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He tries to convince the reader how these two concepts are actually related, however, I disagree with this because if you are concentrating very hard on the task at hand, it does not prove to say that you cannot be bored, and as being bored is a sense of not being entertained it has nothing in common with the concept of concentrating. Personally, the words concentration and boredom cannot be linked in any manner at all.
Whilst making his last points before ending the article, Mitchell conveys his view of students getting bored too easily as, “their minds being too active and creative to be tied down for one long task”. This theoretically portrays the idea of younger people not being able to do long tedious tasks, without the need to make them more enjoyable. I strongly agree with his point here: nowadays students are more concerned about the enjoyment related to such tasks rather than the beneficial advantages.
To conclude, I mostly agree with Mitchell’s point of view, as teachers don’t attempt to make lessons more enjoyable and interesting; however, nobody got anywhere in the first place without some boredom, and therefore I believe it is
He tries to convince the reader how these two concepts are actually related, however, I disagree with this because if you are concentrating very hard on the task at hand, it does not prove to say that you cannot be bored, and as being bored is a sense of not being entertained it has nothing in common with the concept of concentrating. Personally, the words concentration and boredom cannot be linked in any manner at all.
Whilst making his last points before ending the article, Mitchell conveys his view of students getting bored too easily as, “their minds being too active and creative to be tied down for one long task”. This theoretically portrays the idea of younger people not being able to do long tedious tasks, without the need to make them more enjoyable. I strongly agree with his point here: nowadays students are more concerned about the enjoyment related to such tasks rather than the beneficial advantages.
To conclude, I mostly agree with Mitchell’s point of view, as teachers don’t attempt to make lessons more enjoyable and interesting; however, nobody got anywhere in the first place without some boredom, and therefore I believe it is