In Grant Penrod’s Anti-Intellectualism: Why We Hate the Smart Kids, Penrod states his belief that we seemingly “hate” the brightest kids in school partially because of some of the most “noted dropouts” in today’s society. Additionally, Penrod claims that the perceived hatred of intelligence in a high school setting is causing actual emotional harm to the children who are labeled as the “nerds” or “geeks”- thus, the classic “smart kids.” If entering just about any of the several thousand high schools around the country, they will hear choruses of “Did you actually study?’, “Why would you even bother studying- the game was on last night”, “Of course I didn’t study; I had football practice” or dozens of similar taunting phrases can be heard constantly
School Funding Inequality “One of the most powerful tools for empowering individuals and communities is making certain that any individual who wants to receive a quality education can do so” (Christine Gregoire). Everyone deserves an equal education regardless of where they live or who their parents are. Children are facing the consequences of decisions they can’t make. The current way public schools are being funded is not working effectively, students are suffering and there needs to be a change. Basing school funding on property tax leads to unequal opportunities and environments for students, even though the government may claim it is not up to them, there needs to be a drastic change.
All Americans want their future generations to be well educated—at least, all Americans should. When it comes to the topic of education, critics attack it by claiming that there are issues with how our American students are being taught. Some believe that education is too focused in an argumentative culture and that environment narrows our perspective, while some argue that the issue is in the commercialization of our educational system. Collectively, educational value is destroyed. Authors Benjamin Barber, Deborah Tannen, and Gregory Mantsios all agree that our educational system is flawed.
In modern times, not having the correct qualifications to teach children in the workplace sets up students for lower success, by this I am not calling teacher unqualified but rather describing how teachers should know a child. Although it is rare that teachers are not qualified, it is still important each teacher places emphasis on knowing how to work with each autistic student, as well as having the skills to work with each student. When specifically talking about about individualized education, it can be concluded that most physical education classes are very diverse in terms of student ability and skill. To be able to teach students in this environment, a teacher must all individualize instruction to meet each student 's needs, including
On the other hand, author and lecturer Alfie Kohn disputes against a notion of teaching grit in educational programs. He and others make the argument that this idea will have a corrupt repercussion. Considering both sides of the argument, I reach agreement, in my opinion that grit should be taught in schools in today’s world. For the reasons that grit by itself will help students better themselves in and outside of school. (Regardless of the many who lack enthusiasm towards teaching grit), Angela Duckworth and
Each student may have a different struggle, even if they are part of the same culture group. We must break stereo types. Even positive stereo types can be bad, as it leads to assumptions that a person is a culture, rather than an individual. “Culture isn 't just a list of holidays or shared recipes, religious traditions, or language; it is a lived experience unique to each individual.” (Holtam, Para. 3) Elementary school teacher, Diane Holtam, explains how the racist myth that all Asians are good at math can affect Asian students in a harmful way.
A successful democratic society relies incredibly on a successful public school system, because public schools teach students “how to navigate in a democratic society” (Hoffman). Without proper education, citizens are not able to fulfill the fundamentals of democracy--participation and accessibility by and for all citizens. On the other hand, when the standards of democracy are not applied to education, schools may become elitist and class centered by discounting the needs for different learning styles of students. In order for everyone to have an equal chance to participate in political affairs, they need an equal opportunity to gain a fundamental education. The decline of democratic principles in public education has excluded students from successful learning by creating a rigid establishment that provides an unequal advantage to the students that resonate with lessons based on the canon or have the ability to adapt his or her learning style to fit the teachers teaching style.
Holden sees what he thinks of as the “horrible” effects of adulthood when he walks by Phoebe’s school and sees profanity written on the walls. Holden at this moment is beginning to realize that there are so many things that the eyes of children like Phoebe shouldn’t see, but there is only so much he can do. Salinger writes, “But while I was sitting down, I saw something that drove me crazy. Somebody 'd written "Fuck you" on the wall. It drove me damn near crazy.
Berlin makes the use of coercion as a tool to guide individuals in their best interests in the case that one is not wise or learned enough to realize it for him or herself. The author likens coercion in this sense to young children being forced to attend school, although the parents do, the children are unable to understand the necessity of education. So it is important for children to know the motto and make choice with full liberty. Thus Berlin argues that it is likely to think coercion and liberty one. Anyone might argue that a coerced individual is only acting what he or she had the fully rational and wise
For this reason, educators and administrators must take into account how economic factors influence a student’s performance on standardized tests. Usually, economically disadvantaged students average lower scores on standardized examinations regardless of the subject matter. For reasons beyond their control, children from low socioeconomic levels face an increased risk of failing standardized tests. Such failure could have devastating effects for students, families, the school system, and society at large because eventually, the students may be dropping out of school. In a public system using standardized tests, it is imperative to acknowledge that socioeconomic status affects grades and take action to ensure the success of all students regardless of economic