In the quest to raise top-notch children destined to rule the world, parents are leaving no developmental stone unturned to discover the best child-rearing techniques. Tiger mothers have been roundly criticized for pushing children beyond their comfort zone so that their progeny may excel in sports, arts or academics, preferably in all three. To this end, children are encouraged to experience various extracurricular activities. Parents and mentors hope that these experiences will enhance physical, mental and social development.
Music lessons have long been touted as beneficial to neural development in children. Child specialists cite the Mozart Effect, a short-term improvement in mental capabilities after listening to Mozart, in discussing the role of classical music in brain development. As toddlers, children are encouraged to explore musical instruments to pinpoint one or two that they might specialize in later on. Piano, violin and cello are among the popular instruments for children. Consistent practice has been proven to improve dexterity and discipline.
Sports and children go together quite easily. The Centers for Disease Control recommend that children should engage in some form of physical activity for at least 60 minutes a day. Gymnastics and dance help children to develop their sense of balance while strengthening muscles. Team sports like basketball and soccer introduce children to the importance of teamwork and cooperation. Furthermore, leadership skills are developed as a result of playing in team sports, a skill which MBA Online heeds as an important skill to have in today’s economy and job market. As an added bonus, sports that involve a lot of running and jumping contribute to bone strengthening.
With dance lessons, children get to wear adorable costumes that reinforce their role-playing experience. Dance is popular among young children because it complements the natural learning process where children learn by mimicking an adult. Dance improves mobility even in the pre-verbal stage. It develops coordination and builds self-esteem in older children.
Soccer, baseball and ice hockey are excellent opportunities for children to improve their motor skills, coordination and decision-making. By playing as a team, children enhance their social skills and begin to understand that fair play and joint effort are often needed to succeed at something. Swimming is an individual effort that may turn into team sports later. Swimming is not only a life-saving skill, it also promotes muscle development.
Not all children are cut out for vigorous activity. Some parents find that their children are better suited to more sedate pursuits like painting or computer lessons. These children learn to focus on their projects and take pride in their achievements. Since these activities are individual in nature, children develop greater independence and creativity because they are encouraged to finish their painting or computer games on their own.
In older children, participation in extracurricular activities such as sports resulted in improved social relationships, increased self-esteem and better academic involvement. Getting good grades and better classroom behavior predicts academic success in later years. Children adjust better to adulthood as they have life skills picked up on the playground.
Without a doubt, children benefit from extracurricular activities in more ways than can be observed immediately. Involvement in different activities influences physical and mental development. Children learn life skills and survival know-how that will help them become capable adults in later life.
Music lessons have long been touted as beneficial to neural development in children. Child specialists cite the Mozart Effect, a short-term improvement in mental capabilities after listening to Mozart, in discussing the role of classical music in brain development. As toddlers, children are encouraged to explore musical instruments to pinpoint one or two that they might specialize in later on. Piano, violin and cello are among the popular instruments for children. Consistent practice has been proven to improve dexterity and discipline.
Sports and children go together quite easily. The Centers for Disease Control recommend that children should engage in some form of physical activity for at least 60 minutes a day. Gymnastics and dance help children to develop their sense of balance while strengthening muscles. Team sports like basketball and soccer introduce children to the importance of teamwork and cooperation. Furthermore, leadership skills are developed as a result of playing in team sports, a skill which MBA Online heeds as an important skill to have in today’s economy and job market. As an added bonus, sports that involve a lot of running and jumping contribute to bone strengthening.
With dance lessons, children get to wear adorable costumes that reinforce their role-playing experience. Dance is popular among young children because it complements the natural learning process where children learn by mimicking an adult. Dance improves mobility even in the pre-verbal stage. It develops coordination and builds self-esteem in older children.
Soccer, baseball and ice hockey are excellent opportunities for children to improve their motor skills, coordination and decision-making. By playing as a team, children enhance their social skills and begin to understand that fair play and joint effort are often needed to succeed at something. Swimming is an individual effort that may turn into team sports later. Swimming is not only a life-saving skill, it also promotes muscle development.
Not all children are cut out for vigorous activity. Some parents find that their children are better suited to more sedate pursuits like painting or computer lessons. These children learn to focus on their projects and take pride in their achievements. Since these activities are individual in nature, children develop greater independence and creativity because they are encouraged to finish their painting or computer games on their own.
In older children, participation in extracurricular activities such as sports resulted in improved social relationships, increased self-esteem and better academic involvement. Getting good grades and better classroom behavior predicts academic success in later years. Children adjust better to adulthood as they have life skills picked up on the playground.
Without a doubt, children benefit from extracurricular activities in more ways than can be observed immediately. Involvement in different activities influences physical and mental development. Children learn life skills and survival know-how that will help them become capable adults in later life.
It seems that the more advanced our society becomes; the more society is looking for an easy way out. Gone are the days when accomplishing what seems like an impossible task is gratifying. Nowadays, with the availability of technology and the internet, individuals look towards discovering any method that will ease the workload of completing their responsibilities. The same thing is occurring in schools nationwide. Students are making every effort to figure out effective ways to get away with cheating, instead of taking the time to sit down and study test material.
I was reading an article in USA Today titled "eCheating: Students find high-tech ways to deceive teachers," and the article started listing dozens of approaches students are creating to assure they will be able to get away with cheating during an exam. In the article, author Greg Toppo writes, "From digitally inserting answers into soft drink labels to texting each other test answers and photos of exams, kids are finding new ways to get ahead when they haven't studied." In addition, Greg adds "YouTube alone has dozens of videos that lay out step-by-step instructions," and "Several security-related companies, such as Spycheatstuff.com, will even overnight-mail a kit that turns a cell phone or iPod into a hands-free personal cheating device."
To me, it's astonishing to think about the lengths that children and teenagers will go to get a good grade on a test or exam, especially when students are completely capable of passing on their own. It's a pretty universal fact that society considers our technological advancements a contribution that can no longer be lived without. However, I believe technology is making Americans lazy and deceiving. When it comes down to do it, the amount of time students spend searching the web for successful cheating tactics equals approximately the same amount of time it would take a student to actually study. Children and teenagers are only cheating themselves by opting for the easy path in life. Those students who take the time to learn subject material will be more equipped with the tools to be successful in college and the workforce.
Parents and educators need to question what is making these students go to extremes and risk their futures for a single exam. Is it that these children and teenagers hate school and would rather just put their time into doing more fun activities? Are they just lazy? Or is there too much pressure put on them that they feel they are not capable of doing well without cheating? In the above article, Greg Toppo writes about the result of a study done by Common Sense Media, a non-profit advocacy group. The results found "that more than 35% of teens ages 13 to 17 with cell phones have used the devices to cheat. More than half (52%) admit to some form of cheating involving the Internet, and many don't consider it a big deal." I think it's important to get to the route of why students cheat in order to decrease these percentages. Otherwise, if educators don't start to take a stand against cheating, as progress is made on technology, so will the ways students are able to access more advanced cheating methods.
I was reading an article in USA Today titled "eCheating: Students find high-tech ways to deceive teachers," and the article started listing dozens of approaches students are creating to assure they will be able to get away with cheating during an exam. In the article, author Greg Toppo writes, "From digitally inserting answers into soft drink labels to texting each other test answers and photos of exams, kids are finding new ways to get ahead when they haven't studied." In addition, Greg adds "YouTube alone has dozens of videos that lay out step-by-step instructions," and "Several security-related companies, such as Spycheatstuff.com, will even overnight-mail a kit that turns a cell phone or iPod into a hands-free personal cheating device."
To me, it's astonishing to think about the lengths that children and teenagers will go to get a good grade on a test or exam, especially when students are completely capable of passing on their own. It's a pretty universal fact that society considers our technological advancements a contribution that can no longer be lived without. However, I believe technology is making Americans lazy and deceiving. When it comes down to do it, the amount of time students spend searching the web for successful cheating tactics equals approximately the same amount of time it would take a student to actually study. Children and teenagers are only cheating themselves by opting for the easy path in life. Those students who take the time to learn subject material will be more equipped with the tools to be successful in college and the workforce.
Parents and educators need to question what is making these students go to extremes and risk their futures for a single exam. Is it that these children and teenagers hate school and would rather just put their time into doing more fun activities? Are they just lazy? Or is there too much pressure put on them that they feel they are not capable of doing well without cheating? In the above article, Greg Toppo writes about the result of a study done by Common Sense Media, a non-profit advocacy group. The results found "that more than 35% of teens ages 13 to 17 with cell phones have used the devices to cheat. More than half (52%) admit to some form of cheating involving the Internet, and many don't consider it a big deal." I think it's important to get to the route of why students cheat in order to decrease these percentages. Otherwise, if educators don't start to take a stand against cheating, as progress is made on technology, so will the ways students are able to access more advanced cheating methods.
Book Review of Raising the Standards Through Chapter Books: The C.I.A. Approach
Written By: Sarah Collinge
I recently read the book Raising the Standards Through Chapter Books: The C.I.A. Approach written by Sarah Collinge, who is an experienced teaching professional and literacy consultant in the state of Washington. The book was written as a guide for educators worldwide to become informed of the C.I.A. Approach, an approach that has been proven effective in helping both students and teachers overcome the difficulties associated with reading and interpreting complex chapter texts. Often times, students lack the skills to comprehend complex texts that they are reading because they have not received proper training on how to do so. As a result, many students struggle to do well on standardized tests, as well as being ill-equipped to handle the work assigned in higher level education.
The C.I.A. Approach offers a solution to the issue that students face when it comes to reading comprehension. Sarah Collinge utilizes the C.I.A. Approach within her own classrooms and has seen the process transform some of the most troubled students into excelled readers. This book is the perfect guide for educators worldwide wanting to help develop their students into successful readers.
In Raising the Standards Through Chapter Books: The C.I.A. Approach, Sarah Collinge explains step by step the components of the teaching process. She breaks the process down into four main steps, which she came to create based on the idea of breaking a chapter text into four quadrants. The four steps include: collecting critical information in Quadrant 1 through identifying the main story elements, interpreting the text in Quadrant 2 through using comprehension strategies to developer deeper thinking, interpreting the text in Quadrant 3 through adding evidence to support a line of thinking, and finally applying the text to other areas of life in Quadrant 4 through evaluating the author’s message. Sarah walks teachers through each step by offering diagrams, charts, tables, strategies and real life examples of students’ work, all while using a puzzle analogy to better illustrate the C.I.A. Approach, which I found to be a perfect comparison to which the entire audience can relate.
I would recommend all teachers reading this book, as they will find it informative and will discover a research-based approach to reading comprehension that has resulted in various success stories. There is no other process that utilizes and combines numerous reading strategies, including read-aloud, guided reading, book clubs, partnerships, conferences and writing assignments in order to meet the needs of students on all reading levels. Lastly, teachers will notice that the books can be beneficial in improving their own reading experience with chapter texts, especially those chapter texts written in more complicated verse. With only knowledge to gain, it would be a shame for teachers to pass up the opportunity to read Sarah Collinge’s book, as teachers can learn how to change the ways their students read for the better.
Written By: Sarah Collinge
I recently read the book Raising the Standards Through Chapter Books: The C.I.A. Approach written by Sarah Collinge, who is an experienced teaching professional and literacy consultant in the state of Washington. The book was written as a guide for educators worldwide to become informed of the C.I.A. Approach, an approach that has been proven effective in helping both students and teachers overcome the difficulties associated with reading and interpreting complex chapter texts. Often times, students lack the skills to comprehend complex texts that they are reading because they have not received proper training on how to do so. As a result, many students struggle to do well on standardized tests, as well as being ill-equipped to handle the work assigned in higher level education.
The C.I.A. Approach offers a solution to the issue that students face when it comes to reading comprehension. Sarah Collinge utilizes the C.I.A. Approach within her own classrooms and has seen the process transform some of the most troubled students into excelled readers. This book is the perfect guide for educators worldwide wanting to help develop their students into successful readers.
In Raising the Standards Through Chapter Books: The C.I.A. Approach, Sarah Collinge explains step by step the components of the teaching process. She breaks the process down into four main steps, which she came to create based on the idea of breaking a chapter text into four quadrants. The four steps include: collecting critical information in Quadrant 1 through identifying the main story elements, interpreting the text in Quadrant 2 through using comprehension strategies to developer deeper thinking, interpreting the text in Quadrant 3 through adding evidence to support a line of thinking, and finally applying the text to other areas of life in Quadrant 4 through evaluating the author’s message. Sarah walks teachers through each step by offering diagrams, charts, tables, strategies and real life examples of students’ work, all while using a puzzle analogy to better illustrate the C.I.A. Approach, which I found to be a perfect comparison to which the entire audience can relate.
I would recommend all teachers reading this book, as they will find it informative and will discover a research-based approach to reading comprehension that has resulted in various success stories. There is no other process that utilizes and combines numerous reading strategies, including read-aloud, guided reading, book clubs, partnerships, conferences and writing assignments in order to meet the needs of students on all reading levels. Lastly, teachers will notice that the books can be beneficial in improving their own reading experience with chapter texts, especially those chapter texts written in more complicated verse. With only knowledge to gain, it would be a shame for teachers to pass up the opportunity to read Sarah Collinge’s book, as teachers can learn how to change the ways their students read for the better.
With the issue of obesity affecting millions of Americans throughout the United States, some school systems are enforcing healthier cafeteria alternatives in order to fight the growing epidemic and the negative consequences associated with being overweight, including diabetes, low self-esteem, heart problems, asthma, etc. Unfortunately, many students are ill-informed of what is considered a nutritional and balanced diet and have no desire to give up their favorite school lunches, such as soda, chicken nuggets, french fries, etc. Therefore, it’s difficult for school systems to create a lunch menu that is both healthy and attractive to students. In addition, educators need to consider the overall effectiveness of increasing the amount of money spent on cafeteria food and whether their new plan of introducing healthier meal options to primary and secondary education students is actually delivering results.
In an Education News article titled “LA Students Just Don’t Like Healthy School Lunches,” author B.A. Birch writes “After the district got rid of chocolate and strawberry milk, chicken nuggets, corn dogs, nacho, and other foods high in fat, sugar and sodium, participation in the school lunch program has dropped by thousands of students.” I think it’s great that schools are taking an initiative in the fight against obesity, but it’s clear that there needs to be a more results-driven solution. By depriving students of their favorite foods, students are refusing to buy or eat school lunches (and probably bringing lunches packed with junk food), which is defeating the whole purpose of getting them to eat healthier in the first place. Not to mention the amount of food being thrown away and wasted due to the school menu’s low rate of popularity.
There needs to be a compromise that is satisfying to both educators and students. Educational institutions need to get the children involved to find out what they want to be provided for lunch and then find healthier yet similar options. If school systems can get a majority of the students to eat cafeteria food, then for at least one meal of the day, both educators and parents can be sure that students are engaging in nutritionally balanced food options. It’s so important for students to eat healthy, especially during school hours when they need strong minds and bodies to function and obtain knowledge that is essential to their growth and development. School districts have made a tremendous first step by taking the initiative to prevent their students from becoming obese. However, there is still a long way to go in altering the plan of action to bear more successful results in the number of students selecting healthy food alternatives within primary and secondary schools systems.
In an Education News article titled “LA Students Just Don’t Like Healthy School Lunches,” author B.A. Birch writes “After the district got rid of chocolate and strawberry milk, chicken nuggets, corn dogs, nacho, and other foods high in fat, sugar and sodium, participation in the school lunch program has dropped by thousands of students.” I think it’s great that schools are taking an initiative in the fight against obesity, but it’s clear that there needs to be a more results-driven solution. By depriving students of their favorite foods, students are refusing to buy or eat school lunches (and probably bringing lunches packed with junk food), which is defeating the whole purpose of getting them to eat healthier in the first place. Not to mention the amount of food being thrown away and wasted due to the school menu’s low rate of popularity.
There needs to be a compromise that is satisfying to both educators and students. Educational institutions need to get the children involved to find out what they want to be provided for lunch and then find healthier yet similar options. If school systems can get a majority of the students to eat cafeteria food, then for at least one meal of the day, both educators and parents can be sure that students are engaging in nutritionally balanced food options. It’s so important for students to eat healthy, especially during school hours when they need strong minds and bodies to function and obtain knowledge that is essential to their growth and development. School districts have made a tremendous first step by taking the initiative to prevent their students from becoming obese. However, there is still a long way to go in altering the plan of action to bear more successful results in the number of students selecting healthy food alternatives within primary and secondary schools systems.
Watching your child struggle to make friends may be just as hard on you than it is on your child. Children make friends easily, and often lose them just as easily. It's tempting to try to orchestrate your child's social life, but the best thing you can do is to let your child forge his or her own friendships and navigate social ties on their own. Both parents and online education experts agree that developing good social skills is an important aspect of growing up. That doesn't mean you have to stay out of the way. There are several things you can do to help your child make new friends and maintain a healthy social life.
Teach Your Child Social Skills
Arm your child with appropriate social skills from an early age. Teach your toddler to share and take turns. Live by the Golden Rule, and teach it to your child. Getting along in a social situation will go far in helping your child make friends on his own.
Provide Opportunities for Friendships
If your child isn't yet in school, enroll her in an activity where she can meet other children, such as dance lessons, martial arts training, art classes or a day camp. Get to know some of the other parents and arrange a play date; other parents are probably just as eager for their children to make new friends. Sometimes kids need to be put in a direct situation with another child to start or solidify a friendship. You can be instrumental in this process.
Be a Good Listener
There will be times when your child feels left out, rejected, or at a loss as to how to make friends. Your first instinct will likely be to try to fix the situation for him by offering advice or getting directly involved in your child's friendships. But experts agree that this may not be the best approach. Your child needs to learn to cope with these feelings and heal from rejection on her own. And rest assured your child will heal. Most children get through rough times scar-free, as well as stronger and more socially aware. The best thing you can do is to listen to your child and be sympathetic. In times of social strife, guide him to possible solutions by asking questions such as, "What do you think you could do to get along better with the other kids?"
Friendships will come and go over the next several years. By allowing your child the space to make his own friends and work through her own social problems, you will help prepare your child for a lifetime of social interactions.
Teach Your Child Social Skills
Arm your child with appropriate social skills from an early age. Teach your toddler to share and take turns. Live by the Golden Rule, and teach it to your child. Getting along in a social situation will go far in helping your child make friends on his own.
Provide Opportunities for Friendships
If your child isn't yet in school, enroll her in an activity where she can meet other children, such as dance lessons, martial arts training, art classes or a day camp. Get to know some of the other parents and arrange a play date; other parents are probably just as eager for their children to make new friends. Sometimes kids need to be put in a direct situation with another child to start or solidify a friendship. You can be instrumental in this process.
Be a Good Listener
There will be times when your child feels left out, rejected, or at a loss as to how to make friends. Your first instinct will likely be to try to fix the situation for him by offering advice or getting directly involved in your child's friendships. But experts agree that this may not be the best approach. Your child needs to learn to cope with these feelings and heal from rejection on her own. And rest assured your child will heal. Most children get through rough times scar-free, as well as stronger and more socially aware. The best thing you can do is to listen to your child and be sympathetic. In times of social strife, guide him to possible solutions by asking questions such as, "What do you think you could do to get along better with the other kids?"
Friendships will come and go over the next several years. By allowing your child the space to make his own friends and work through her own social problems, you will help prepare your child for a lifetime of social interactions.
I asked my brother, a teacher at Poly Prep Country Day School in Brooklyn, New York, what's the hardest part of teaching? He said, "Getting the students to maintain focus." Especially now, being the holiday season and all, children tend to lose focus and get caught up in the excitement and chaos that's associated with this time of year. There are a number of reasons why students struggle to remain focused during class time, such as lacking interest, lacking of motivation, being preoccupied and struggling to learn lesson material. In any case students will not attain as much knowledge without being fully tuned in and alert to the lesson being taught.
Not only is it important for teachers to ensure students are fully engaged in the classroom, but it's also imperative that parents work to increase their children's ability to concentrate in school at home. In an article by Kumon Learning Centers on Oprah.com titled "Grab Their Attention: 11 Ways to Help Kids Get Focused and Stay Focused," there are eleven tips for parents wanting to learn how to get involved with increasing their children's focus on education. The eleven tips are as follows:
1. Set Expectations Early
2. Manage Distractions
3. Establish Rules for Homework Time
4. You do Homework too
5. Set a Place
6. No Texting
7. Rewards (positive reinforcement not bribes)
8. Praise and positivity
9. Communication
10. Work with Teachers and Instructors
11. Learn What Style Works
After reading the list of tips offered by Kumon Learning Center, I noted that there was another important tip to get kids to stay focused that was not mentioned in the article above. What I would consider the twelfth tip for parents is the need to emphasize to children the importance of setting goals- both short-term and long-term. Parents, as well as teachers, should challenge their kids to create goals that require hard work that is feasible for that particular student. By having students note goals for themselves, it often adds self-created motivation on their part, as well as a tangible objective to complete.
Being a recent graduate of college, I understand that it's difficult to listen to a lesson rather than letting your mind stray to think about irrelevant thoughts. It's for this reason that parents need to find ways to work with their children in order to get their children interested in different subjects. It's inevitable that when students are interested in the information they are being taught, they are more prone to become fully indulged into the lesson, therefore, storing knowledge that will help them succeed as they move up in their education.
Not only is it important for teachers to ensure students are fully engaged in the classroom, but it's also imperative that parents work to increase their children's ability to concentrate in school at home. In an article by Kumon Learning Centers on Oprah.com titled "Grab Their Attention: 11 Ways to Help Kids Get Focused and Stay Focused," there are eleven tips for parents wanting to learn how to get involved with increasing their children's focus on education. The eleven tips are as follows:
1. Set Expectations Early
2. Manage Distractions
3. Establish Rules for Homework Time
4. You do Homework too
5. Set a Place
6. No Texting
7. Rewards (positive reinforcement not bribes)
8. Praise and positivity
9. Communication
10. Work with Teachers and Instructors
11. Learn What Style Works
After reading the list of tips offered by Kumon Learning Center, I noted that there was another important tip to get kids to stay focused that was not mentioned in the article above. What I would consider the twelfth tip for parents is the need to emphasize to children the importance of setting goals- both short-term and long-term. Parents, as well as teachers, should challenge their kids to create goals that require hard work that is feasible for that particular student. By having students note goals for themselves, it often adds self-created motivation on their part, as well as a tangible objective to complete.
Being a recent graduate of college, I understand that it's difficult to listen to a lesson rather than letting your mind stray to think about irrelevant thoughts. It's for this reason that parents need to find ways to work with their children in order to get their children interested in different subjects. It's inevitable that when students are interested in the information they are being taught, they are more prone to become fully indulged into the lesson, therefore, storing knowledge that will help them succeed as they move up in their education.
It’s important for children to develop a strong work ethic early on in their education to ensure that they are prepared for success in college and their future career path. Students must strive to put forth their best effort in their academic career and have the desire to achieve grades that reflect their fullest potential. Some parents choose to motivate their children by offering money or material items in exchange for high grades, but the debate to consider is whether paying children for good grades does more harm than good.
In an article on MSN titled, “Is is Smart to Pay for Good Grades,” author Liz Pullam Weston talks about how some cities are beginning to pay students for generating high grades. In New York City, Liz writes “Fourth-grade students in select schools can receive up to $25 for their performances on each of 10 standardized tests, according to The New York Times, while seventh-graders can get up to $50 per test.” Is this truly teaching students the proper way to establish a hard-working attitude?
Being granted the gift of education is an opportunity that some students in Third World countries would give anything to be blessed with. Students should take advantage of the knowledge they are gaining, as well as the success that can come from learning, and exert all they have in order to excel in their studies throughout their academic years. Students should want good grades for the intrinsic rewards that an education grants them, such as pride, enjoyment of obtaining new knowledge and information and increased intelligence. However, paying children forces them to work hard for the wrong reasons, which defeats the whole purpose of wanting students to appreciate education for the benefits it has on their life.
Children who receive extrinsic rewards can become dependent on receiving gifts in exchange for putting in the extra study time that will result in high grades. If you take away the extrinsic rewards, students may develop a mentality where they lack interest and feel there’s no point of putting in an effort if they’re not going to receive anything in return. Not to mention that students are going to expect a higher reward as they get older and their workload becomes harder. Learning in itself is the greatest gift students could ever be offered as it determines how successful children will be in their future endeavors, and therefore, there is no reason to offer them any other reward.
In an article on MSN titled, “Is is Smart to Pay for Good Grades,” author Liz Pullam Weston talks about how some cities are beginning to pay students for generating high grades. In New York City, Liz writes “Fourth-grade students in select schools can receive up to $25 for their performances on each of 10 standardized tests, according to The New York Times, while seventh-graders can get up to $50 per test.” Is this truly teaching students the proper way to establish a hard-working attitude?
Being granted the gift of education is an opportunity that some students in Third World countries would give anything to be blessed with. Students should take advantage of the knowledge they are gaining, as well as the success that can come from learning, and exert all they have in order to excel in their studies throughout their academic years. Students should want good grades for the intrinsic rewards that an education grants them, such as pride, enjoyment of obtaining new knowledge and information and increased intelligence. However, paying children forces them to work hard for the wrong reasons, which defeats the whole purpose of wanting students to appreciate education for the benefits it has on their life.
Children who receive extrinsic rewards can become dependent on receiving gifts in exchange for putting in the extra study time that will result in high grades. If you take away the extrinsic rewards, students may develop a mentality where they lack interest and feel there’s no point of putting in an effort if they’re not going to receive anything in return. Not to mention that students are going to expect a higher reward as they get older and their workload becomes harder. Learning in itself is the greatest gift students could ever be offered as it determines how successful children will be in their future endeavors, and therefore, there is no reason to offer them any other reward.
Education is such an integral component of a child’s life, and therefore every student should receive the same opportunity to acquire the highest quality learning experience. Education is a significant determinant in the success of one’s future, and regardless of economic status, students should all be held to the same standard. Children and teenagers cannot select the family they are born into or the amount of money they are born with. Money should not be a factor in deciding which institutions inherit the tools and resources to produce a better education program.
Unfortunately, our society must fall victim to our obsession with materialism and is offering those students whose families are considered “higher income” a chance for a better education, while those students who come from poorer homes are forced to put in a greater effort to receive that same level of education. In an article in The New York Times titled, “Districts Pay Less in Poor Schools, Report Says,” Sam Dillon writes about a study done by the Department of Education saying, “Its conclusion: Tens of thousands of schools serving low-income students are being shortchanged because districts spend fewer state and local dollars on teacher salaries in those schools than on salaries in schools serving higher-income students.”
It is unjust for districts to hire more experienced professionals to teach students from higher income households. Students from lower income households have the same opportunity of succeeding in primary and secondary education, but their performance is hindered because they are being subjected to a lower standard of education. So basically, it’s portraying the message that students who have less money are less capable of succeeding in society, so therefore, let’s just not give them the chance in the first place.
The Pygmalion Effect, theorized by Robert Rosenthal and Lenore Jacobson, sums up the study’s results. The Pygmalion Effect states that the higher your expectations are for an individual to perform well, the better the individual performs. Students from poor school districts don’t perform as well in school because they are expected to do poorly, and therefore, receive entry-level teachers who cannot provide the same level of education as those educators who have been teaching for decades.
Unfortunately, our society must fall victim to our obsession with materialism and is offering those students whose families are considered “higher income” a chance for a better education, while those students who come from poorer homes are forced to put in a greater effort to receive that same level of education. In an article in The New York Times titled, “Districts Pay Less in Poor Schools, Report Says,” Sam Dillon writes about a study done by the Department of Education saying, “Its conclusion: Tens of thousands of schools serving low-income students are being shortchanged because districts spend fewer state and local dollars on teacher salaries in those schools than on salaries in schools serving higher-income students.”
It is unjust for districts to hire more experienced professionals to teach students from higher income households. Students from lower income households have the same opportunity of succeeding in primary and secondary education, but their performance is hindered because they are being subjected to a lower standard of education. So basically, it’s portraying the message that students who have less money are less capable of succeeding in society, so therefore, let’s just not give them the chance in the first place.
The Pygmalion Effect, theorized by Robert Rosenthal and Lenore Jacobson, sums up the study’s results. The Pygmalion Effect states that the higher your expectations are for an individual to perform well, the better the individual performs. Students from poor school districts don’t perform as well in school because they are expected to do poorly, and therefore, receive entry-level teachers who cannot provide the same level of education as those educators who have been teaching for decades.
Since the turn of the millennium, the internet has changed how school systems nationwide conduct their classroom lectures and lesson plans. It’s now rare to find a school throughout the United States that doesn’t have computers available for students to complete online classes and homework, research facts and information, compose papers and assignments, as well as communicating with classmates through email, chat rooms, instant messaging and social media. The rise in computer technology has provided tremendous advancements for our school systems; however, before providing access to the World Wide Web, teachers must address dangers and safety precautions that students must be aware of and follow in order to be safe while searching the internet.
The first issue that students need to be made aware of is plagiarism. With the breakthrough of the web as students’ main source for attaining information to complete their schoolwork, plagiarism has become a huge problem within institutions. Students have the ability to search and find anything they need on any topic, including papers already written on the subject. It’s tempting for them to take the easy way out and steal others’ work, rather than putting in the extra effort to produce their own original material. Being caught plagiarizing can result in suspension, expulsion or failure of an assignment or class, which can negatively affect a student’s education.
A second issue that arises with the internet is cyber bullying. Almost every student is a member of some social media site or chat room, including FaceBook, Twitter, MySpace, AIM Instant Messenger, etc. Both during and after school hours, many children and teenagers spend a lot of time on these chat boards and social media sites connecting with their friends and classmates, which can lead them to reveal private information to the world, as well as bullying or being bullied online.
In an USA Today article titled, “Schools add Internet etiquette, safety to coursework,” Greg Toppo quotes Chris Lehmann, principal of Philadelphia's Science Leadership Academy, stating "All of the drama, all of the growing up, all of the growing pains, all of the things we know happen in high school now also happen digitally. Think of every mistake you made as a teenager. Now imagine making that mistake in a permanent public forum." Students need to protect themselves and their personal identity from predators who can pose a threat by knowing their private information. In addition, students need to speak up if their fellow classmates are posting inappropriate comments about them on the internet, as well as being taught the dangers of posting illicit material about others. The internet can be a safe and effective way to improve the way students complete their schoolwork. However, if not practiced safely, the internet can be a huge downfall to school systems nationwide.
The first issue that students need to be made aware of is plagiarism. With the breakthrough of the web as students’ main source for attaining information to complete their schoolwork, plagiarism has become a huge problem within institutions. Students have the ability to search and find anything they need on any topic, including papers already written on the subject. It’s tempting for them to take the easy way out and steal others’ work, rather than putting in the extra effort to produce their own original material. Being caught plagiarizing can result in suspension, expulsion or failure of an assignment or class, which can negatively affect a student’s education.
A second issue that arises with the internet is cyber bullying. Almost every student is a member of some social media site or chat room, including FaceBook, Twitter, MySpace, AIM Instant Messenger, etc. Both during and after school hours, many children and teenagers spend a lot of time on these chat boards and social media sites connecting with their friends and classmates, which can lead them to reveal private information to the world, as well as bullying or being bullied online.
In an USA Today article titled, “Schools add Internet etiquette, safety to coursework,” Greg Toppo quotes Chris Lehmann, principal of Philadelphia's Science Leadership Academy, stating "All of the drama, all of the growing up, all of the growing pains, all of the things we know happen in high school now also happen digitally. Think of every mistake you made as a teenager. Now imagine making that mistake in a permanent public forum." Students need to protect themselves and their personal identity from predators who can pose a threat by knowing their private information. In addition, students need to speak up if their fellow classmates are posting inappropriate comments about them on the internet, as well as being taught the dangers of posting illicit material about others. The internet can be a safe and effective way to improve the way students complete their schoolwork. However, if not practiced safely, the internet can be a huge downfall to school systems nationwide.
When is a good time to start preparing children for their future? In my high school, students started to receive SAT Prep and were encouraged to start thinking about possible college institutions, majors and career choices in the tenth grade. From then on, there was a large focus on preparing students for the future and the changes they must learn to adapt to. In recent times, middle schools across the country are beginning to require college and career preparation as early as sixth thru eighth grade. Are students in middle school too young to be forced to think that far ahead into the future?
In an article written by Nora Fleming in Education Week titled "Middle Schoolers Getting Prepped for College," Nora talks about the benefits of having students construct their ideal college and career paths early on. Schools across the nation are enacting programs that are forcing students to think about their future vision. Mississippi's state education department enforced a program in middle schools called Pathways to Success, which "has students select a career and then map out the path they would need to take in high school and college to enable them to work in that field, an effort to encourage students to set higher goals for the future." From this perspective, educators feel strongly about the earlier the better approach. They feel it's important to instill important skills and work habits to get students ready for important decisions they are going to have to make, as well as encourage students to strive for ambitious future goals instead of settling for an easy way out.
However, I need to question whether middle school is too young to have children decide on their future. First of all, most middle schoolers are immature and still figuring out their personal identity, and therefore, don't always have the life experience to decide what their passions in life are. Additionally, most students have several career ambitions throughout their youth (many unrealistic and rarely attainable) that they are attracted to for the wrong reasons, such as fame and fortune before deciding upon their true calling in life. In middle school, I wanted to be a doctor, lawyer and actress, and I wound up majoring in Communication Studies, which I am truly passionate about. Lastly, many high school students are overwhelmed by the pressure they receive in high school over the SAT's, searching for the perfect college, selecting a major and deciding on a career path. It needs to be considered that middle school students might become extremely overwhelmed by the idea of having to think about their future at such a young and naïve age.
In an article written by Nora Fleming in Education Week titled "Middle Schoolers Getting Prepped for College," Nora talks about the benefits of having students construct their ideal college and career paths early on. Schools across the nation are enacting programs that are forcing students to think about their future vision. Mississippi's state education department enforced a program in middle schools called Pathways to Success, which "has students select a career and then map out the path they would need to take in high school and college to enable them to work in that field, an effort to encourage students to set higher goals for the future." From this perspective, educators feel strongly about the earlier the better approach. They feel it's important to instill important skills and work habits to get students ready for important decisions they are going to have to make, as well as encourage students to strive for ambitious future goals instead of settling for an easy way out.
However, I need to question whether middle school is too young to have children decide on their future. First of all, most middle schoolers are immature and still figuring out their personal identity, and therefore, don't always have the life experience to decide what their passions in life are. Additionally, most students have several career ambitions throughout their youth (many unrealistic and rarely attainable) that they are attracted to for the wrong reasons, such as fame and fortune before deciding upon their true calling in life. In middle school, I wanted to be a doctor, lawyer and actress, and I wound up majoring in Communication Studies, which I am truly passionate about. Lastly, many high school students are overwhelmed by the pressure they receive in high school over the SAT's, searching for the perfect college, selecting a major and deciding on a career path. It needs to be considered that middle school students might become extremely overwhelmed by the idea of having to think about their future at such a young and naïve age.
