Anti Textbook Versus Pro Textbook

Teachers shape the minds of students to realize what their purpose is in life. Lately, because of certain educational reforms, it has been hard for teachers to say what they need to say. “In 40-plus states, the math and English guidelines determine the knowledge students have to master by the end of each grade, what they’ll be tested on this year, and in many cases, how teachers and principals will be rated at their jobs once those test scores are released” (Strauss). Most educational reforms are adopting standardized testing and should be reconsidered. Statistics even show that since we have taken part in reforms like No Child Left Behind, Race to the Top, and Common Core State Standards math and reading are declining. These standards tell teachers what to teach and what the students should know by the end of the school year. The reforms also evaluate teacher performance by how well the students learn the information. Some people believe educational reforms should not be telling teachers how to teach their students, and others believe that the reforms are absolutely fine the way they are. However the truth is educational reforms are yet to be perfected.

The required texts set a level of reading that students should be able to understand and learn from, while texts chosen by a teacher should enrich their learning experience significantly. When teachers chose a text they want to teach, it obviously will not be a book that they dislike. It will be a book that they believe will mean something to the student’s and their level of thinking. The U.S Department of Education cannot make these decisions for teachers, they do not know the students. Teachers know their students better and are in a superior position to settle on proper curricular choices. Because of this, it is best to have some sort of accommodation between the two methods rather than wrongly generalizing the population of US high school students and aligning them with a ineffective

It is understood why somebody may think that books should not be banned at schools because by doing this parents are hurting their children by restrain their knowledge. When a quality book is banned, the children lose the opportunity to learn from that book. It is better supported that, some books should be banned from schools because they can introduce students to unacceptable topics and teach them bad or useless

The Education process is one that gradually proceeds throughout life, greatly in early years and really never stops. There will always be something someone has not learned. Knowledge is a powerful tool. One of the most well-known educators in the 20th Century, Christa McAuliffe, before her tragic death said, “I touch the future, I teach.” As an educator you seek to influence each of your students. A goal, common to many new and old teachers; as well as, those who ‘hope to be” desire the ability to touch someone’s future. In the opportunity one has as an educator it is likely that the future of one immediate student or even a small part of the success of our nation will be

According to the prompt, “Students in high school English classes in the United States can read texts that vary widely from school to school” (Prompt). In today’s world, different countries and nations vary in ways. However, one variation between countries that has came to notice, would be the fact that most nations have a defined national school curriculum, while other countries, such as the United States, do not (Prompt). This also means that students in countries other than the United States may all read the same books in high school, while students in the U.S. could read different texts in wide range from school to school (Prompt). The United States’s choice to not have a set English class reading curriculum for high schools has both, its advantages and disadvantages. Some individuals feel that this is positive because it creates diversity from classroom to classroom across the United States, while others feel that it is negative because having the same reading curriculum would ensure that students are gaining the same education and are reading material that is appropriate. However, high school English classes should not all have the same reading curriculum because it will limit the amount of opportunity for students, as well as it would exclude non popular and more recent pieces of writing.

Over the past few months, a new set of books has emerged from the nation's publishers, the first since the State Board of Education in Texas, driven by political conservatives and Christian evangelicals, adopted standards in 2010 for what should be included in them”( Eichenwald). The curriculum and textbooks a student learns from are essential to a solid foundation in the quality of their education. Education is the crucial building block for a student to have a fruitful future and in today's society a percentage of the best careers oblige to an absolute minimum of a higher education. It is then the obligation of parents and the educators to give the best conceivable instruction to students to set them up for school and for their future occupations. The Texas States Board of Education is currently the fool of the country because of the activities of the Texas State Board of Education whom has fizzled students by not giving the best information possible and permitting government officials with individual agendas to write the curriculum and rebuff textbooks that present a compelling bias far from the truth. “When it comes to meddling with school textbooks, Texas is both similar to other states and totally different. It’s hardly the only one that likes to fiddle around with the material its kids study in class” (Collins).And also, According to Landau

Is it necessary for schools to ban books just because some parents don’t like what their child is reading in English class? The topic of banned books has generated a lot of argument for both the viewpoint of schools not banning books because of the harmful content, and the opposing viewpoint of schools banning books because they have harmful or offensive content. The viewpoint of not banning books in schools because of the content is stronger, because banning some books that might have some hurtful content in them, the ability to learn a valuable lesson. Banning books also takes away children’s freedom of reading what they want. While there are many other main ideas to support the viewpoint of not banning books in schools, by banning the books that have potentially hurtful content, the chance to learn important lessons is lost. This is the reason found to be the most effective.

The author argues that, “ Why history textbook is considered boring by the high school students, and are not interested to learn about their own history.”

“The content of school textbooks is often the issue of debate since their target audience is young people,” and parents get offended when their child is exposed to inappropriate information. Normally when information is too graphic the teacher will have to ask for consent from the parent or guardian. The educational book can also be censored through the government for several different reasons. Sometimes the government may not agree with the opinions or information in the book so it will be banned. Reading books also get censored for reasons of a swear word, or politically incorrect language. “The way facts ad history” are taught change the way it is interpreted and their opinion on the topic (“Censorship”

The struggles of who should choose the book, the qualified teacher or the student who wants a voice. Teachers should pick and assign the book for the next school year. The teacher know the standards, have attended college, and getting paid to teach the students to the best of their abilities. Students have gender differences in choosing their book or common interests. They could get in a fight. So, are you ready to hear why teachers should choose the books.

Textbooks have been an essential tool for the teaching of Mathematics and Science subjects at the secondary level for many decades. The role of a textbook in the classroom is a complex one, not only do they provide a teacher with a large bank of problems and exercises for students to complete, they often serve as a general teaching guide on a subject wide level, as well as for specific topics within a subject. The purpose of this essay is to provide a brief overview of the current research into the role of textbooks in the classroom, as well as the use of textbooks in the classroom by both teachers and students.

Curriculum and inadequate instruction both have their pros and cons when it comes to the decision-making process of what works best to achieve higher level learning among students. Curriculum mainly focuses on the knowledge and skills that are important to learn where as instruction is what learning will be achieved to meet the needs of students, standardized testing, and outcomes. Teachers in the 21st century have to employ instructional strategies that are innovative, research-proven techniques/strategies, technologies, and real world resources-contexts in order to differentiate among the many

Numerous nations have a concrete national school syllabus. However, some do not, such as the United States. Consequently, students enrolled in an English class, within the United States, read a miscellany of texts, which differentiate from school to school. Due to the fact that some nations have a stipulated national school curriculum, those nations enforce that all students read the same texts. This ultimately poses the question whether all students of high school English should be required to read definite texts or books. There should not be specific texts that all students of high school English must read, due to the fact it hinders cultural insight, and literary canon books are beginning to abate.

The second weakness of English 6 is that the supplementary resources for the textbook include a student’s

Globalization has also contributed to an increasing interest in English-language education worldwide. In response to the emergence of English as a world-linking, global language, an increasing number of schools have stepped up English–language requirements, even at undergraduate levels. The argument is that a universal teaching language is necessary as a natural consequence of globalization.