The Importance Of Education In Education

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).

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

The wise man once stated, “Teaching for nearly 40 years has allowed me to see how much our world has changed.” I had no idea how how far our world has come in just 40 years, until I asked my teacher, Mr. Gibson. Since 1978, Mr. Gibson has taught high school math. He attended college at Bemidji State University, receiving his four-year degree and eventually earned his masters. He is a very intelligent man, to say the least. Mr. Gibson explained how change has occurred in the school, how academics have been reshaped by technology, and how life in general has been revamped.

It was the last week of my senior year in high school and my peers and I were on an emotional roller-coaster. Eager to receive well wishes and encouragement from the teachers I had spent the past four years with, I toted my yearbook from classroom to classroom requesting signatures from those in the building I had the highest of regards for. I approached my advanced placement physics instructor and handed him my yearbook, proudly reminding him that I was headed to Emory University, which was something relatively unheard of for students at my school. When he was done writing, I read the words “Young black girl at Emory. Please no babies” and had an immediate visceral reaction. Overflowing with emotions that I could not clearly articulate, I walked away, promising myself that I would do everything in my power to bury those words and prove to him, and others alike, that I would not grow to be the stereotype they viewed me as. I regard this moment as one of the most pivotal in my educational career because it was an important driving force in my decision to become an educator and continues to remind me of the immediate need for positive Black educators and role models for students of color. I am committed to being an educator in urban schools because I recognize a system that is failing students of color, worsened by the existing gaps in resources that continue to do them a disservice, within a system that should work to level the playing field for all. My goals as an educator

If education had more money they could make their community a better place by allowing updates to be made when necessary. Education is in need of money due to the lack of funds they receive from the state. If tax money went to education this problem would solved. More money would increase teachers pay, pay for textbooks, supplies and food. Education is important to everyone around the world. Without an education, children would not have a knowledge unless learned at home. Education needs more funds to be able to afford the supplies needed for each and every school year.

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.

In the classroom, teachers lack the training to effectively teach a foster child. To be able to promote educational stability for the child, it is paramount that the teacher is in communication with the foster parents. In an article by National Center Brief, the authors list the appropriate responsibilities of a teacher when caring for a foster child (7,8). The list includes having monthly meetings with the child’s foster parents, caseworkers, and principal to catch each other up on how the child is doing and how they can better plan the child’s educational future. One of the ways teachers can better aid children in the foster care system is by looking at their educational assessment prior to being in foster care.

The education system has been established in order for all members of the communities to receive a fair and equal education opportunity. However, there are many variables that take place and all students receive the same opportunities. The students who live in poor areas tend to struggle more in school because it carries on to the school grounds. Those schools seem to have more difficulty keeping students engaged and on track. For some reason, the students at a low performing school are usually minorities and the school environment is not considered a place for them to thrive. Many teachers may find it difficult to teach in those schools because there is a lot of chaos at times. Therefore, keeping competent teachers is not always possible and that negatively affects the students education as well. Trying to close the gap between low performing schools and those that do well is not an easy task. The effort of school administrators to bring programs to help low performing schools and educating those families who’s children are affected is important because it can help enhance their opportunity to succeed educationally.

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.

George Mombiot pulls few punches when talking about the modern educational system and its pitfalls. In Monbiot’s eyes it is a “defying dehumanising system” (2017, para 7) that inevitably leads to the end of creativity and natural, child-like curiosities; both are things Monbiot believes should be focused on and encouraged, a point that many people agree with, but few have acted on. There are schools and individuals making significant strides in changing the way curriculum is administered, but a large-scale implementation seems like a long way off. Bigger issues remain regarding the fundamentals of our current system that need to be addressed before we try and move on from it. We can not simply abandon the basics in favour of specialized education; we need to find a balance.

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.

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.

Ever since I can remember I’ve never been the best test taker. The subject I’ve struggled the most in for all of my life has been math. In junior high, especially seventh grade I didn’t have the greatest teacher in the world. That was definitely the year I had the most trouble, so when high school came around and our test scores were the deciding factor on whether we graduate or not I knew I had a lot of work to do.

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.

Education is the cornerstone that causes the greatest division and stratification more-so than any other factor. Having a formal education is not always means for a discernable division, but “status groups emerge among people with similar incomes, occupations, and educations” (Marger, 2014, p. 55).