The Essential Extra Curriculum?

As more and more schools shift much of their focus on sports, questions arise to whether or not it's detrimental to the education system. Schools across the nation have a great variation of sports and people of different backgrounds participate and encourage such rigorous activities; however, for many, sports, specifically football, are seen as a causation of inflated heads, budget cuts on academic courses, and baseless dreams. Although football is perceived as a sport with no future tied to it and takes the spotlight from the academic success of a school, the sport promotes personal growth and teaches lessons far beyond a football field that segregating it from schools would result in grave repercussions.

Bowen and Hitt identify that coaches can be role models and teachers at the same time, and that not having sports can take away the opportunity to interact with role models outside of school. The cost of being a coach can provide additional opportunities to be a mentor and help students succeed not just in the classroom but also on and off the field. The University of Arkansas’s Anna Egalite, Daniel Bowen, and Julie Trivitt find that athletic coaches in Florida mostly tend to perform just as well as their non-coaching counterparts, with respect to raising student test scores (Bowen and Hitt). There is more evidence that sports benefit academics and that they are worth the cost.

With a regular schedule for all these students, everyone is expected to simply do the work at home, and come back to school to turn it in and receive more and do the same process over and over. But when there are other activities a child can be involved in, it makes routines have a slight change. Especially if these certain “activities” are being a requirement and not just an option because there are always students who never try new activities and miss out on opportunities. Therefore, students should be offered extracurricular activities in their schools because it gains skills and builds pride to be successful academically in Anaheim. In the documentary, “Mad Hot Ballroom” the director, Marilyn Agrelo, states that “the kids that are

Since Early College High School was founded in the year 2006, the school and its students have always been at disadvantage. The school has lacked several opportunities such sports, scholarship opportunities, etc. However, a topic that has been the spotlight of discussion amongst students over the course of eleven years has been the lack of extracurricular activities. This problem does not only affect students, but it rather affects faculty members as well. Although there has been a slow but gradual increase in solving this problem, this change has come forth at a lengthy rate. It has been 11 years since change has been prompted, and although the current students are benefiting from this change, there have been several generations of

Are schools the right place for sports? This is a question that educators and experts everywhere are asking themselves, as more and more schools are faced with budget cuts and low academic scores. No one is debating the health benefits of exercise one receives from sports, but does the exercise benefit outweigh the expense, risk, and impact on academic grades? Amanda Ripley, the author of The Smartest Kids in the World, thinks club organizations, not schools, should provide sports programming (“Should schools eliminate sports” 1). Earl Smith, author of “Race, Sport and the American Dream,” along with Ripley believes sports are given priority in some schools, drawing attention away from education (“Should schools eliminate sports” 1). During an interview with the New York Times, Smith stated “high schools should not have competitive sports teams. And especially not in the under-resourced intercity high schools where academic programs are often sacrificed to finance sports teams” (“Making Sports an After-School Activity” 1). He went on to say “even the student bodies in many high schools have developed cultures that glorify sports at the expense of the scholar.”

After School projects can bolster regions' endeavors to actualize and assess nearby wellbeing approaches in two critical ways. One route is to offer extra open doors for a composed physical movement and nourishment and physical instruction. Another is to execute program arrangements and practices that strengthen the region's nearby health strategy and bolster its objectives for wellbeing, accordingly guaranteeing consistency from the school day to the after school hours. The Afterschool Alliance has built up this toolbox to feature opportunities for after school pioneers and supporters to end up engaged with and help shape the procedure along at all times.The Afterschool Alliance is the main association devoted to bringing issues to light of the significance of afterschool programs and pushing for more afterschool ventures to guarantee that all youngsters approach moderate, quality afterschool programs.The Afterschool Alliance has made and recognized assets to control you through the way toward distinguishing, drawing in and keeping up associations with

With society’s ever increasing price tag of education, public schools have gone to great lengths to cut costs from the unessential activities during and after school hours. First it was music programs and art classes; however, with the desperate need for teachers, athletic programs have felt the grunt of this expedition. Now, more than ever, youths in our communities are battling serious problems. Not only are sports and organized athletic programs vital to physical development, but also mental growth and offer children structure and goals. Unfortunately, many schools have to cut back or even eliminate sports/athletic programs due to lack of funding.

After-school programs have proven to have positive effects on social and emotional development. The benefits are protection and opportunities for enrichment, socialization, and acculturation. Also, after-school programs help to increase educational attainment. This is important when only about 20% of learning happens in the classroom. After-school programs provide activities such as art, sports, recreation and educational enrichment. It also allows children to form relationships with peers and adults. Another benefit of after-school programs that it encourages the development of identity and personal exploration (Greenberg, 2014, pp 243-251).

The core curriculum at Army War College and elective experiences are interconnected and supportive in many ways. The JLASS elective is much in support to the Theater Strategy and Campaigning Course (TSC) and European Regional Studies. TSC lessons the Join Operation Planning Process, Operational Art and Multinational Operations were key subject matter to frame and analyze the strategic environment, and to understand the problem. Furthermore, the DIME concept is another very important tool, which allows us to think and bring the different options to the problem. Regional Study was key to understand the relation and strategic dynamics that are going on in Theater of Operations under EUCOM AOR. However, the World Summery challenges and change some of the current security dynamics in the AOR. Create more creativity to think in different way, wicked problem, and moving from the liberal to more realism IR theories. The Regional Study, particularly the EU and NATO lessons were very helpful to understand the strategic decisions and organizational dynamics between EUCOM and NATO. Finally, the connectivity of the core curriculum and JLASS is great mechanism to comprehend and

Given that the student cannot financially support themselves through college without obtaining a scholarship with the overall “D” score for the class, I think there are many ways the teacher is able to help raise the overall performance, and grade of assignments for the student. Due to living in a single parent family and the student having to obtain a job to put themselves in a better financial position for college, I think the teacher should give the student either extra credit work, extra duties, or possibly make up work for past assignments which were not completed or accomplished satisfactorily for a higher grade. According to Melissa Kelly the Secondary Education Expert at About Education (2016), “Extra credit helps struggling students

Students can be put under a lot of pressure to succeed, which results in them not giving their best effort. According to Michael Lorene, J.V. basketball coach at Jesuit High School in California, “Those that seem to have an overwhelming schedule and are playing multiple sports tend to be doing better academically than kids who don’t do extra curricular activities.” While this may be true of some kids, everyone’s brain works a different way, and this is not the case for most high schoolers. Andre Gregory, a Sophomore at Jesuit, says, “It’s very difficult fitting in studies and having to go to practice late at night.” So, while parents may believe that they’re doing what’s right for their kids, putting them in sports may cause extra, unnecessary

The recent Great Recession has caused many lower and middle income families to have problems with their children graduating and having academic achievement. More funding is going towards academic achievement in lower income schools rather than dividing it up among extracurricular activities like clubs, art programs, and all athletic programs. With more and more pressure going towards test scores and graduation rates, athletic funding is dwindling at rates higher than ever seen before as the funding is going towards improvement in the classroom (“Elliot”). Extracurriculars are beneficial to the student as they keep them out of trouble and students are able to form new friendships while demonstrating their passion or ability (“Smith”).

It is important for adolescents to participate in extracurricular activities. Student who participate in these activities improve their academic scores and social life. Extracurricular activities can also help reduce many peer pressure related problems. “They enrich the lives of the students, their families and our communities. These activities create well rounded children who learn what their interests and talents are because they have been exposed to such opportunities” (Extracurricular Activities, Blogadmin). For most adolescents extracurricular activities should be required among what they do outside of school.

Sports have become extremely important in public schools throughout America. Children are being pushed by parents, coaches, peers, and in some cases, teachers to excel in sports. Hours upon hours a week are spent practicing for some form of competition. Years ago, all this time was spent with family, at church, or a combination of both. For example, how many times in the past few decades has a student said, ?Sorry coach, I can?t go to a game or practice because I have church?. Schools used to not schedule events on Sundays or Wednesdays

This article begins by discussing the importance of extracurricular activities for all students. Only a small margin of student with disabilities has a goal or even mentions extracurricular activities in their IEP’s. With the passing of IDEA in 2006, this allowed students to be more involved with their nondisabled peers within the academic settings but does not cover the after school activities. These activities can be crucial to a student’s developmental skills in the long run. In a study done by the National Center for Educational Statistics (1995), they found out that students who participate in nonacademic activities are linked to better outcomes across a number of domains. These domains include but not limited to; shaping recreational pursuits while currently in school and even post-graduation, choosing career paths or even giving the students the motivation to complete school, and becoming socially connected to the same extend as their peers without disabilities and providing that psychological adjustment. For those students who may be more severe in their needs, they can benefit from these activities by helping them plan for their future, help them develop essential leadership skills and self-determination, allow them to engage with their school communities and sometimes beyond, and develop meaningful, lasting friendships.