The Importance Of Education In Education

militants or failed to properly prosecute them, and this needs to change,” (Sheppard). After the devastating attack on the Army Public School in Peshawar on December 16, 2014, which killed 135 children, Prime Minister Nawaz Sharif announced a 20-point National Action Plan to combat terrorism, but none of the 20 points in the act pertained to students or education (Sheppard). The Pakistani government continues to fail its female citizens by not protecting them and their right to education.

Today’s education systems are deeply flawed. Schools attempt to conform the way students think, which then limits creativity and student’s ability to think for themselves. Schools are falling away from the true focus of education by replacing effective teaching with irrelevant assignments, only to overwork and severely stress the students. Since many students are focusing more on homework than real-life, they are losing precious time to explore passions and learn important life lessons. Schools today are not preparing students to be lifelong learners and successful participants in the real world at an adequate level.

Ever since we were born we have received to some extent a subtle form of education. We slowly learn practical and technical skills that develop as we become functioning members of society. Without the presence of intellectual, moral, and social instruction people would be lost. With no hand to guide us through the dark we could remain there, ignorant and oblivious to anything and everything around us. If education is the key to a more intellectual and competitive society then why is it being attacked. Louisiana particularly has taken some heavy hits to their education programs yet state officials cry out for better results. This steady decline has driven a wedge between ideal and realistic education. If the instructors are only providing at best realistic education then what happens when that isn’t good enough or when the people we trust to guide us fail. This directly contradicts the root meaning of education; educere which means to lead out. If our instructors or teacher fail to guide us to a more elevated state of mind then what are we left with?

Throughout my educational years, I have always had a competitive mindset due to soccer which I believe has played a role in my struggles with literacy. I always had to be the first person in my class to finish my assignments. Whether it was a test, a quiz, or just a daily assignment, I was always the first to finish. By doing this, it caused me to rush through my assignments and not give the time and effort needed to do it right or even figure out if I really liked a book or story. This was most prevalent in my english classes. English was never my strongest subject. I found that I had not been particularly passionate about reading or writing, so the papers I produced were never at their full potential. I would rush through those assignments even faster, making sure I would not have to endure the pain of reading and writing for any longer time than I had to. I would much rather have been outside playing soccer with my teammates.

Why do you want to go into special ed. / inclusive/ general ed./ teach in your content area?

Experience and Education Empowering To be empowered is to be more confident in, and more aware of oneself. To be empowered is to have a more complete understanding of what one must accomplish in order to live more fully. It is to grow in self-knowledge. It is to grow in self-awareness.

Memorize, test, forget, and repeat are standard procedures for many students. With this structure, students do not have the opportunity to truly learn and process the information they are taught. Students cannot develop interests in varied subjects, which leads to there only being limited options for them in the future. The education system takes the focus off of the students’ futures and puts it on required courses and test scores. As a result, students are not given the opportunity to grow as people and develop interests in subjects other than math and reading. Schools only focus on a required curriculum, which diminishes students’ curiosity and does not allow them to explore subjects that they are interested in; therefore, schools do not produce well-rounded, educated citizens.

The third tenet is that school should have education that helps develop critical consciousness in their students, so that they are able to question social inequalities in the future. This includes exposing minority students to current discriminations through education, so that they can grow up and critique social inequalities, or by protecting themselves if they are minority students. To do this, teacher can engage students in social justice work, such as going to soup kitchens or helping the poor, so that they can gain personal experiences in dealing with social injustices (Morrison 442). One successful way of doing this is through allowing social issues to drive math instruction, so that students get to not only learn math calculation, but be exposed to social issues as well (Morrison 442). This is also supported in another reading, “And that’s just how it starts”: Teaching Mathematics and Developing Student Agency,” where Gutstein proved the success in using Math questions in developing cultural consciousness by exposing them to real-world mathematical projects. One of the projects involved students in understanding gentrification, by questioning students whether the developer should receive the city permission for paving a tiny park (Gutstein 428). In addition, students literally went downtown, to measure the distance of the park to downtown. At the end of Gutstein’s curriculum in Rivera, several of his students talked about the success of the programs, and how they

According to the Census Bureau, PreK-12 teachers represent the largest occupational group in the nation, and the profession is becoming even larger. In recent years, the hiring of teachers has far outpaced student enrollment; from 1987-2008, total K-12 student enrollment in U.S. schools including public, private and charter schools combined — increased 19 percent. By comparison, the teaching force rose by 48 percent over that same period. Since 1950, America’s public schools in particular have seen a 96-percent increase in students that has been accompanied by a 252-percent rise in teaching staff.

What is the goal of the United States’ K-12 education system in the 21st century? While it may be worded in a variety of ways, it is well known that the main goal is essentially to equip our students with the skills necessary to succeed on their own after K-12 education. However, many of today’s high school graduates are not experiencing the achievement of this goal. In order for success after K-12 education to happen the students must possess the intrinsic motivation for overcoming obstacles, and the confidence in their ability to do so. With much of education involving a right and wrong answer it is easy for students to feel like they can either succeed or fail. In contrast, education through the arts with a design thinking approach allows students to have a learning experience where the best solution to a problem is not given to them, but rather found by them throughout the design process. This process gives students the opportunity to learn from their mistakes, gain confidence in their ideas, and develop a motivation that comes from within. Thus, through design thinking pedagogy and the integration of the arts with other disciplines, as seen in STEAM curriculums, educators are able to facilitate this type of learning experience and therefore better equip students with the tools for success.

As a current educator, we need to be prepared to create plans, which will assist students, as well include our vision of working as an educator. These programs purported to “enhance students’ social competencies and behavior,” strengthen students’ emotional literacy”, “promote conflict resolution nan inter-group understanding,” “reduce anti-social behavior” and “promote [students’] positive relationships with their teachers and peers” (Seider, 2012, p. 219). A person can do many things, but a person needs to choose, are they going to be positive or negative choices. So, when we show children to see the importance of equality, they can have made decisions with diverse thoughts in their visions. After all, children have the rights to a valuable, educational, and most importantly, equality lessons, regardless of the community our students have or are exposed to. If we want to create schools where all students can be challenged and stimulated, and where their talents can be cultivated, we need a different paradigm to guide our schools (Blankstein, Noguera, & Kelly, 2016). Currently I teach students from ages three years old to five years old, in some cases we have students that are kindergarten age, they stay with us during the summer prior to school starting, as we are a year around preschool program. We teach the child's self\-help skills, writing skills, gross and fine motor skills, and language skills. Thought-out the day we have a daily schedule. Equity in the classroom to

With an astounding 14% of students in the United States being eligible for special education under IDEA, there has been greater regulation of educational services and identification of legal rights than ever before. (National Center for Education Statistics) IDEA, or the Individuals with Disabilities Education Act, was an amendment to the Education for All Handicapped Children Act that in essence changed the name of the law, but maintained the purpose of ensuring that all those with disabilities have the right to a free and appropriate public education. One of the many requirements of IDEA is the development of an IEP, or Individualized Education Program, for each student in special education. (Hallahan et al.) In light of the prevalence of special education in the United States, it is essential that all educators, not just special educators, be aware of the purpose, elements, and process of creating an IEP.

. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

According to Mrs. Weaver, and Mrs. Smith, schools are adjusted according to state and district assessment results by a grading card. The purpose of the North Carolina evaluation instrument is to allow education officials to be able to assess teacher abilities to teach by North Carolina standards. Furthermore, to provide the framework to determine how effective teachers are educating their students and allow teachers and education officials to step in and make adjustments if needed. Teachers can have the opportunity to monitor that own performance and make adjustments. Finally, she states that the, in a nutshell, the purpose of the evaluation process is to measure classroom performance and measure the teacher’s reflection basis for teacher improvement as well as a guide for teacher’s professional development. Professional development for teachers is a process in which they gradually obtain knowledge and skills to improve their teaching abilities. Mrs. Smith stated that she loves teaching and obtaining knowledge because graduation day is the best day in a student’s life.

While the school district saw slim gains of 0.55 percentage point in ELA and 1.86 percentage points in math from 2016 to 2017 as measured through SBAC testing, our partner schools for the Full-Service Community Schools grant surpassed the districts gains in the same time period (gain of 4 percentage points in ELA and 2 percentage points in math). Alexandria Avenue Elementary and Virgil Middle experienced gains of 3 and 2 percentage points respectively in ELA from 2016 to 2017; while Lockwood Avenue Elementary and Alexandria Avenue Elementary experienced gains of 9 and 4 percentage points respectively in math from 2016 to 2017.