School Is The Natural Environment For Helping All Students

Freeman A. Hrabowski III wrote an intriguing essay titled “Colleges Prepare People for Life.” In this essay, he attempts to answer the ongoing question of going to college or not. Hrabowski is the president of UMBC, so he knows a great deal about this much debated topic. He first presents the claim that college is beneficial by giving facts about college in relation to getting a job. While this is important, the next idea he introduced was far more influential. He affirmed that college doesn’t just prepare one for a job, it prepares them for life. This information is vital. Sure, college teaches many things that are necessary to know to succeed in the field of work one desires, but most of it can be applied to life as well. Some of the greatest

“Who Gets to Graduate’ by Paul Tough, publish May, 2015 in the New York Times discusses. The story of a young girl’s mindset on college. It begins with her starting in college and first failure on a test. It highlighted the doubts she had in her abilities. This opening introduces the article’s man discussion, which involves low income students who want to earn a four year degree but experience “troubles” along the way. It then discusses statistics that show dropout rates are highest with low-income students. The author included ability versus economics status.

Starting in high school, students are not given equal opportunities to excel because of family background. Furthermore, the admissions process itself has its flaws—legacies, minorities, and athletes are being chosen over exceptionally gifted valedictorians. Even after college, the problems do not end; possible joblessness and student debt are unavoidable. On top of these major problems, educators and parents continue to convince kids everywhere that college is the only option to become successful, and choosing another path is heavily looked down upon. The newest generation’s life is centered around the climax of college while at the same time, more and more students are unable to attend universities because of cost or rejection, but this is a paradox. The more high schoolers work hard, the more high schoolers will get turned down to their dream schools, and the more the college admissions process effectively become a lottery, leading to “many highly talented, brilliant, creative people thinking they’re not” (Robinson). The widespread college problem has no easy fix, nor does it have a single solution. Rather than working to fix the unfixable, adults must stop putting such emphasis on the college pathway, and instead stress that there are other options. The future of the job world is unknown; there is no way to know if an expensive college education is the right choice. College, with all of its flaws, is just one option in preparing for the future; it is not necessarily the best. Therefore, the single word, “college,” should stop dividing the academic from the non-academic or the successful from the unsuccessful, and instead be considered a single path in an array of worthy

The topic of college attendance and acceptance rates continues to be one of heated debate today. Colleges used to be a place for brilliant scholars to keep their path towards higher education, but have turned into a massive source of stress and debt for students nowadays who feel that college is essential for any form of successful career. Students are pressures more now than ever by parents, friends, and a society that tells them college is the only way to “a wage premium to earn to secure a decent living” (Scott, 2016). According to Scott Carlson, an author for The Chronicles of Higher Education, “society pushes high schoolers to go to college” because of “college-completion goals to hit that keep the country competitive.” The essay

College is not for everyone because some students cannot confront the academic or financial challenges college brings. Students should apply to as many grants, scholarships or financial aid to be capable to pay off materials and charges for their college classes. There are many ways college is not for everyone. Many young adults don’t comprehend the expenses that is necessary between books and other living investment. Financial obstacles such as food, rent, attire, and other things influence college students who are not adapted to making payments for these types of things on their own. Pharinet states “It is estimated that in the U.S., 50% of students who begin college never graduate because they are not are ready for the academic and financial challenges of college or do not have the desire to learn” (635. Practical Argument: A Text and Anthology). In

“I’ve seen too many high school graduates who have gone off to college in September but are back home with mom and dad in December. And I’ve seen those who have made it through the first year but transferred back home to a community college for the second.” Lawrence B Schlack is a retired superintendent who strongly protests the idea that college is the only path to success and encourages students to take their time to decide whether or not they are ready to move on into the real world. In this generation, teenagers are made to think that without college, it is impossible to live a successful and prosperous life. Schlack claims that there are many paths to a successful life, and that seniors who can’t declare they are college bound are made to feel like failures. Schlack firmly supports his claims with multiple facts, examples, and statistics.

Their aim was to test resilience and examine it between the violence and aggression of middle school and high school students. They claim that bullying has a huge effect on kids in schools and that some may cope and deal with it differently depending on the support and feeling of belonging at school and within their homes. They had 373 students grades 7-10, 54% were girls, 53% were White, 26% were Hispanic, and 56% were economically disadvantaged. Aggression, victimization, perceived family and school connectedness and demographic variables were measured in the study. Results showed that over time there was a decline in aggression due to the resilience process the kids had gone through over time and the closeness they had with their families as they got older. It also showed that the more a child felt they belonged in their school and the more they had the feeling of being protected and supported it compensated for the negative and lowered the aggression rates.

The aspects of the article that are the most significant are the protective factors within the individual, the family, and the community. It addresses the characteristics of resilient children in school and within the family how each role may varies.

According to Osgood (2014), in order for youth to become resilient they need help building a support system to fall back on, must learn the problem solving skills necessary to live on their

Choices people make while they are young can affect them for the rest of their lives. From a very young age, children are asked what they want to be when they grow up, and they are told they can be anything they want to be with hard work and dedication. Countless children say they want to be doctors and lawyers, but they are unaware of the financial burden they would take on to achieve these dreams. Going to college is not a simple as it may seem while guidance counselors promise it is the only way to be successful in life it only leaves students in debt and jobless. A college education is a key to unlocking the doors to these sought out professions but most of the time individuals can not afford the “key to success.” College is not for everyone

Paul Tough starts us off by throwing us right into Venessa Brewer’s shoes. A started from the bottom where Vanessa triumphs in high school and becomes able to be the first in her family to get a college degree. As bright as Venessa is, she struggled in her first semester at college. She thought that she was the only college student having trouble making that transition. Tough then goes more in depth with kids, especially the disadvantaged ones, who struggle with college. Tough goes to a couple of professors, David Laude and David Yeager, to find out why it’s a problem and how can they fix it? Both Laude and Yeager wanted to help lessen the failure gap between disadvantaged and advantaged students. They addressed this problem by setting up support

Social bonds consist of a stable family life (Schoon &Bynner, 2003), community resources (Saleebey, 2001), friends who share academic success (Kenney et al., 2002). A point that is highlighted in multiple pieces of research (Carbonell et al, 2002; Saleebey, 2001; O’Grady & Metz, 1987; Schoon & Bynner, 2003; McElwee, 2007) is the importance of having a caring adult and/or social supports in a child’s life whether it’s a family member, teacher, or someone in their community. This kind of support is invaluable as “resiliency almost always occur[s] within the confines of a personal, friendly, supportive, and dialogical relationship” (Saleebey, 2001, pg.

Therefore, they tend to invest less effort in school. These students need teachers and a school system that believes in them. And most importantly actively listens to them. A school like the one shown in the documentary is highly needed in urban areas. This school promotes all most all the things that you need to foster a resilient student. Schools that establish high expectations for all kids and provide with support have high rates of academic success. Resiliency gives students the ability to deal with challenges and adapt to new or difficult circumstances in a positive, productive manner. For example, the school in the documentary teaches students how to mediate a conflict, this skill will help students to overcome adversities they will encounter in their life. Resiliency is fostered when students learn to forgive others and themselves. Also, it is important for students to feel that they are part of the school community. A great way that the school gives students voice in their own education is “negotiated curriculum.” Students work with faulty to produce sets of questions that are important to their lives and which they would like to learn about it in school. These questions then form the basis for their

Gilligan, R. (2000) _Adversity, resilience and young people: the protective value of positive school and spare time experiences, Children and Society_, Vol 14 (1), 37-47

Vaillants uses a metaphor of a spring to explain resilience and says “Resilience conveys both the capacity to be bent without breaking and the capacity, once bent to spring back” Christie (2001). Schools are known as organization because schools are social organizations which form human interaction with one another and the environment in general process of managing nature and themselves. A school is called a resilient organization because it has overcome all or some dysfunctions and bounced back to a culture of teaching and learning with satisfactory outcomes. The features of a resilient school are centrality of teaching, good leadership, safety and organization, school governance, parental involvement Christie