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.

Letter 8, question 2: Why should an educator know the concrete world where their students live? Why does Freire use the expressive term “concrete” when describing the environment where students live?

Educational institutions are designed to ready the next generation for careers and the workforce, but how to accomplish this may be very tricky in light of the fact that the jobs of the future don’t exist yet. The known however, is what employers are looking for now and what they feel is needed in the future. According to Tiffany Shlain, filmmaker and founder of the Webby Awards, “The skills needed to succeed in today’s world and the future are curiosity, creativity, taking initiative, multi-disciplinary thinking and empathy. These skills, interestingly, are the skills specific to human beings that machines and robots cannot do” (Rainie). The work world is changing at an ever-increasing pace and society and future workers need to keep up. The educational system however is stagnant with few real innovations or shifts within the past one hundred and fifty years. Individual assessments, isolated curriculum and mundane facts will not produce the creative, collaborative workforce needed for the future. The current system is designed to create a large number of obedient factory type workers with a small number of special and specifically educated elite at the top to control them. With a shift to technology and globalization, the stagnation within education leaves a dearth of workers for the jobs of the future. Educational systems are producing workers for yesterday, not the present or the future. In order to create students ready of the demands of the 21st century, educational

Schools are not Teaching what is Necessary for Students to Succeed Outside of the Classroom

Education is a basic human right (“Primary and Secondary Education”). It is crucial for alleviating poverty, creating equality between different genders and races, improving health, maintaining peace, producing stability (Primary and Secondary Education). Every single person has the right and the responsibility to be educated so our world can grow and become more successful. The skills and knowledge learned in the classroom are not only helpful for counting and reading, but also in personal growth, people skills, and common sense. Education is crucial for a country's economy and poverty rate. In developed and developing nations, education has many differences in attendance, quality of teaching, content of curriculum, and post-primary education.

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

How can we make education better for kids that are struggling in school? This is a question that plagues teachers every year as they see a continuous intake of students that are unable to meet the educational standards set by the state. Students that fail to meet these requirements end up falling behind their peers. This creates a negative effect on the students’ self-esteem and ultimately influences their entire academic career. School administrations have acknowledged this problem and have implemented a system to identify these students, called Response to Interventions (RTI). This is a three tier system that breaks down the students results of test scores from core subjects. It then categorizes students by identifying learning and behavioral needs. Students are then placed into one of the following three tiers:

Have you ever felt like your previous education was a piece of cake, well once you reach college it doesn’t seem to fit the script? Growing up from my experience of my past education I have always though the work I was taught was like taking candy from a baby. The way the teachers broke down the lessons to me step by step, made the work seem not to difficult. Well now that I am in college, I have realized some of the ways I was taught in my previous education experience was all wrong. Well basically the ways I was taught by the teachers in my past education, all seems to be a big disaster to me now that I am in college.

“ Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid” ( Einstein). Grading students based on subjects that they struggle in is like judging a fish based on its ability to climb a tree: completely unfair. The American school system has turned a blind eye to the millions of different personalities and talents that a student body has to offer. Since the establishment of the American high school, students have been forced to be scheduled in courses that they are not only struggling in, but are also forced to take classes that they find entirely uninteresting. The American high school has failed many students who are not academically inclined, and in order to establish success for everyone, the education system must be reconstructed to include hands on experiences and functional skill instruction.

Diversely, compulsory schools adopt a mission statement as their firm principle. The statements always emphasize a high-standard philosophy of supporting students’ success “needed for career and citizenship” (Wagner & Dintersmith, 44). But if you took a step back and took a long look, reality would hit you hard. Every aspect of schools pose the development of control. The strongest element of control beyond even the superintendents of every school lies within state scheduled learning, and it starts with the homogenized contents of a state curriculum along with its corresponding standardized tests. The contents exclude genuine exploration on “topical issues” from any discussions, causing the lesson to “lack rigor” (Wagner & Dintersmith, 121). Students are therefore not retaining any relevant information needed to “fill the young ...with knowledge and awaken their intelligence” (Gatto). As Tony and Dintersmith agree, students need to excel criterion of development in a variety of ways, but the methods that are used to measure such understanding leave students disengaged from their learning experiences. However, if this issue was seen as a true concern in school, the next step would be to find what “clearly identifiable aims and objectives with regard to our own day-to-day activities” are morally valued to “defend the right of any educational institute to exist” (Mannion, 143).

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.

Furthermore, the school funding should be used to offer counseling, nigh classes, and special programs to help students who are behind. This will enable them to have options and not

Classrooms today are diverse and multicultural, and children bring different forms of Englishes into the classroom, such as Spanglish, Chinglish, or Singlish (Crystal, 2013). Therefore, many students are bilingual, whereby they speak their birth language at home and Standard English at school (Ewing, Callow & Rushton, 2016). Most often, aboriginal children from remote communities learn Aboriginal English at home and have a range of experiences based on cultural and family believes (Loanne & Muir, 2017). Furthermore, bi-directional relationships and past experiences such as culture, family, geographic or socio-economic status (SES) all influence students' learning and development (Ewing, 2013; Gardner, 2017d; O'Donnell et al., 2016). Therefore, teachers need to use a two-way learning approach in the classroom to link all students' cultural heritage and home language to literacy. Equally, curriculum needs to be culturally cohesive to help bridge the learning gap amongst the students (Ewing, 2013; Thomson, 2002). Furthermore, the classroom Discourse needs to make students feel they belong, which helps build students' self-confidence, self-efficiency, and self-identity (Green, 2006; Malaguzzi, 1993). Teachers must ensure language used, class tasks and textual resources are relevant and diverse to meet the diverse range of learners in the class. For example, teachers introducing a wide variety of texts, magazines, images with a variety of dialects and sociolects help make

I am a valuable person, I have dignity and worth, and what I do makes a difference. These words are regularly repeated by teachers and students alike at Assumption High School, a private all-girls college preparatory school in Louisville, Kentucky that illustrates an ideal environment for the growth of young women. Students are undoubtedly empowered through their education in ways that transcend academics. Messages boosting confidence and self-worth are woven throughout the curriculum and programming. The primary focus of the education of adolescents should be about more than just achievement; it can potentially play a powerful role in mental and social development. Therefore, all-female schools that emphasize the development of young girls are a powerful option to consider in closing the gender achievement gap.

Your grades represent who you are. ‘Get into a good university’, your parents are always asking. What happened to the other 5 percent? Become a lawyer or a doctor, that is all that matters.