“To what extent do our schools serve the goals of a true education?” In order to accurately define an answer to that question, we must first identify what a true education is, as well as the goals of one. A true education is an education where students learn to think independently and to problem solve. The goals of a true education are to prepare students for real life. To rephrase the previously mentioned question: How far do our public schools go to prepare students for real life by being able to problem solve and think on their own? Although some may believe that public schools are doing all they can do to prepare students for the real world, there is a whole lot more public schools could be doing.
Schools believe in standardization. Standardized …show more content…
Because Common Core has this purpose, all students must be taught the same in order to each reach that goal. This way of teaching has been used for many years. It seems to be the only way of teaching that the public school system knows. Although schools believe that by doing this they will see better scores on the ISAT/PSAT, school systems do not realize that by doing this, they are leaving students behind.
Even though the ‘No Child Left Behind Act of 2001’ was passed, children are getting left behind. This act only ensures the aid for disadvantaged students. But what about students who are not disadvantaged, but merely unmotivated, or have no support waiting for them at home, to help them study and pass these standardized tests? What about the kids who do not have the financial support to even go to school? What about the kids who have to drop out of school to financially support their families? These kids are the ones who are getting left …show more content…
In David Sedaris’, Me Talk Pretty One Day, he describes an experience he had with education. He returned to school at the age of 41, in France, in “hopes of learning the language” (Sedaris, 218). He describes how he had felt confident in his ability to speak the language, but when he began to take a course, his confidence was shattered. The teacher belittled the whole class because of their inability to speak the language as proficient as she. Sedaris states, “My fear and discomfort crept beyond the borders of the classroom and accompanied me out onto the wide boulevards” (Sedaris, 221). Because of Sedaris’ lack of confidence in speaking the language, he kept to himself when out in the city. He was unable to complete tasks because he felt no one would understand what he was saying. “I was convinced that everything I said was wrong” (Sedaris, 221). Sedaris’ teacher convinces him that the answers he was giving, was not the right
Schools believe in standardization. Standardized …show more content…
Because Common Core has this purpose, all students must be taught the same in order to each reach that goal. This way of teaching has been used for many years. It seems to be the only way of teaching that the public school system knows. Although schools believe that by doing this they will see better scores on the ISAT/PSAT, school systems do not realize that by doing this, they are leaving students behind.
Even though the ‘No Child Left Behind Act of 2001’ was passed, children are getting left behind. This act only ensures the aid for disadvantaged students. But what about students who are not disadvantaged, but merely unmotivated, or have no support waiting for them at home, to help them study and pass these standardized tests? What about the kids who do not have the financial support to even go to school? What about the kids who have to drop out of school to financially support their families? These kids are the ones who are getting left …show more content…
In David Sedaris’, Me Talk Pretty One Day, he describes an experience he had with education. He returned to school at the age of 41, in France, in “hopes of learning the language” (Sedaris, 218). He describes how he had felt confident in his ability to speak the language, but when he began to take a course, his confidence was shattered. The teacher belittled the whole class because of their inability to speak the language as proficient as she. Sedaris states, “My fear and discomfort crept beyond the borders of the classroom and accompanied me out onto the wide boulevards” (Sedaris, 221). Because of Sedaris’ lack of confidence in speaking the language, he kept to himself when out in the city. He was unable to complete tasks because he felt no one would understand what he was saying. “I was convinced that everything I said was wrong” (Sedaris, 221). Sedaris’ teacher convinces him that the answers he was giving, was not the right