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The american education system
The United States education system
The american education system
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In this article, Harry Gracey made observations of a kindergarten classroom daily routine. Gracey implied that kindergarten is like boot camp for the entire educational system. It’s geared toward teaching children about learning rules, guidelines, and procedures that they would be expected to follow throughout their academic careers. Students are instructed to appropriately conduct themselves behaviorally and attitudinal for the “student role”, which, Gracey argues is to follow classroom procedures. This article indicates that a rigid social structure in the classroom, a way to successfully control and monitor the kid’s behaviors (Gracey 8).
While reading this article, I recall similar occurrences that were touched upon in this article which,
Discipline, the way to obey rules and codes of behavioral attitudes, using punishment to correct disobedience, an essential ingredient for “good” can be found within our childhood schools. At the start of Wes Moore’s school years, Wes Moore had problems with motivation to go to school and he would skip school with some of his classmates who skipped the same day. This lead to a lack
these sensationalized stories. One such work cited is that of Michael S. McPherson (2004), an
The constant debate over the school systems in America, have yielded a discussion over whether these school systems promote individuality through ones’ schoolwork or if the whole system is set up to conform every student. Some important issues to discuss when looking at schools causing individuality or conformity are school dress codes, rigid school schedules and classes, and little creativity promoted in schools.
In 1856, Margarethe Schurz established a German-speaking kindergarten in the United States years later, Elizabeth Palmer Peabody opens the first English-speaking kindergarten. Ms. Peabody campaigned for public school kindergartens, and by 1880, there were over 400 kindergartens in 30 states (Cantor, 2013). The kindergarten schools embodied Froebelian beliefs, but to varying degrees. Although each had her own vision for kindergarten, all had common threads in the curricula, including building social competence, developing self-regulation, and learning through discovery and play. It wasn’t long, however, before conflicts between kindergarten and primary schools began to emerge. There was a dissonance between the methodologies used by kindergartners and those used by primary school teachers. Vanderwalker (1907) , a passionate advocate for public school kindergartens, suggested that having kindergarten as a part of elementary school had, in a few short years, already positively influences elementary school classrooms by adding art, music, games, and even nature study. Over the first three decades of the twentieth century, public school kindergarten would be redesigned to reflect the shifting goals and philosophies of the sponsors, both in private and public school settings (Spodek, 1981). One such philosophy shift was not so much a rejection of Froebel’s original kindergarten roots, but an extension of his core tenets. John Dewey understood and
I observed at St. Eve’s Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations.
Are our children prepared for Kindergarten? How can we as parents help prepare our children for Kindergarten? Over the years, studies have found that children are not being prepared for Kindergarten. Researchers of the United States Department of Education have found that "6 out of 10 Kids Unprepared for Kindergarten", meaning sixty percent of the nation’s children are not prepared to enter the Kindergarten atmosphere. (Livingstone 2015) Though some parents find their children exceeding the requirements for Kindergarten, many parents are finding that their child is unprepared for the atmosphere of the Kindergarten educational expectations.
It is extremely crucial that teachers care about their students’ successes, accomplishments, and well-being. In the fourth grade, children are starting to encounter a harder curriculum than they have experienced in earlier grades. Stage four of Erik Erikson’s psychosocial theory is industry versus inferiority and it takes place during the school age years from around age six to 11. During this stage, “children busily learn to be competent and productive in mastering new skills or feel inferior, unable to do anything well as they wish they could” (Berger 24). For children who may struggle in subjects or learn at a slower pace than others, this may lead to feelings of frustration or hopelessness. This is about the time when children start to dislike school and their grades begin to reflect their dislike. Because of this, it is important that fourth grade teachers are patient, understanding, and kind. Seeing first-hand a child struggling in school can be heartbreaking, but there is nothing better than seeing a child’s face when he or she understands how to do a math equation, gets an A on a spelling test, or wins first place at the science fair. The excitement of those students is reason enough to become an educator of fourth grade. To be able to make a difference in one student’s life is amazing, but to be able to reach many is extraordinary. It is important for fourth grade teachers to be role models for students, because during the fourth grade, students are starting to become individuals and are
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
... was clear that every journalist, theorist or people I spoke to, all have the common goal of getting to know the child in order to build on that relationship. Getting to know a student starts before the child even sets a foot in your door. How can this be? Well, in order for us to get to know our students we must first know ourselves. This can only come by being aware of why we become teachers. When we look back at this we get to openly know the reason why we are patient and seek out getting to know a child. I do this because I love it. I love the challenge of making a student’s frown turn into a smile. I love getting invites to their birthday parties and even sleepover’s. I love that before a child heads home he or she must give you a hug. This is why I became a teacher in order to experience this bond. A bond that is more than a friendship, it is love.
Our current education policy with its extreme focus on standardized testing has single handedly pushed an academic curriculum down into the kindergarten level and violating young children’s right to be children. The majority of kindergarten children today are spending more of their time in teacher directed activities, especially in literacy and math, and a minimal time for activities of their own choice. Teachers are being pressured to follow a prescriptive curriculum that is aligned with standardized test and the heavily didactic instruction is pushing exploratory play out of kindergarten. The notion that play is just a waste of time is compounded by the general assumption that the earlier students begin to grasp the basic elements of reading, such as letter recognition, phonemic awareness and blending , the more likely they will be successful in school. However, findings from many studies and research have proven just the opposite; expert believes that academic pressure in kindergarten contributes to failure, retention, and behavior problems.
The article focuses on the importance of teacher-student relationships, especially for students with behavioral problems and learning disabilities. As the article mentions, the quality of interaction among teachers and students has a significant impact on student academic achievement at each grade level. Positive teacher-student relationship is one of the most critical components of effective classroom management. In fact, “When teacher-student relationships improve, concurrent improvements in classroom behavior such as reductions in aggression and increases in compliance with rules can be expected” (Alderman & Green, 2011, p. 39). The article centers on the social powers model, which entail the use of coercion, manipulation, expertness,
Guidance and discipline are an essential parts of helping children develop appropriately, both directly and indirectly they influence children’s behavior. The teacher behavior continuum is a guidance system made up of three levels that is applied to children’s mistaken behaviors. The three levels of the continuum are the relationship listening face based on the humanistic theory, confronting contracting face based on adlerian theory, and the rules and consequences face based on the social learning theory. Each theory takes a different approach to direct pervasive behavior. Relationship listening face uses looking and naming as a way to state what we see and acknowledge the struggle going on. While the Confronting contracting face uses questions
Schools bear most of the responsibility of preparing young people for the working environment. Children learn punctuality, time management, and to respect the authority of their teacher which prepares them to respect their boss. The curriculum also plays an important role. A class in civics teaches a child to be a good American, and a class in home economics teaches a child how to operate a househol...
However, these pillars cannot function without the key aspects such as policies and goals. These aspects play a key role in building up the values and attitudes within the community inside the school. It is relevant that these aspects be present in the process of socialization. There are several ways in which schools socialize children; this may be through the curriculum or through activities that are carried out under – reading, writing and calculations. In addition, students are exposed to peers from different social backgrounds, which in turn shape how they intercommunicate within themselves (Wentzel and Looney, 2007). Furthermore, teachers play an authoritative role, which help students portray acceptable behavior in an academic environment. Authoritative figures and peers offer a learning experience that is relevant to these students, which is a necessary component in their