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For the concept that no child left behind, from my understanding reflects the concern of teachers for every individual student that they have. It shows that as everyone starts the race, everyone should cross the finish line. The approach shows that every student is given utmost importance and despite the seemingly low performance of the student, he or she should be given the necessary assistance to cope with the demands of learning. This is seen in certain examinations; some students prefer essay questions while some prefer the objective type, a good type of examination would then be to balance the items to reflect both essay and objective types in the examination. Another form of leaving no child behind is manifested during tutorial sessions wherein students are given added time to study their lessons on a one on one setting.
Educating the whole child refers to the way in which one should transcend the conventional methods and scope of learning. With this mindset of educating the whole child, one must recognize that there are other forms of intelligence that an individual should have, the individual may be good linguistically or may be aesthetically gifted. Educating the whole child corresponds to meeting the full potential of the child in terms of his or her intellectual abilities and transforming the individual into a good citizen, a productive member of society capable of following the law and helping those who are in need. For me, educating the whole child should go beyond learning the technicalities of a specific discipline but it should incorporate values such as practitioners must know how to reach students with the use of technology such as computer programs and through the Internet. Gutek described that education teaching mechanisms use programmed and computer assisted instructions. Program instruction was aimed at following concepts through carefully graduated steps that provide students with instant self-evaluation. Programmed instruction proved especially adaptable to subjects such a grammar, foreign languages, logic and mathematics that could be reduced to elemental steps (Gutek 1991).
References
Gutek, G.L. (2004) Philosophical and Ideological Voices in Education (3rd edition). Boston: Pearson Education.
Gutek, G.L. (1991) a Historical Evaluation to American Revolution. Illinois: Waveland Press.
Ornstein, a. (2006) Foundations of Education (9th edition). Boston: Houghton Mifflin Company.
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