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Such an approach may be effective in the classroom or in situations in which there are clearly defined outcomes (which are usually polarized). But true life does not function in such a neatly stratified way. There are always proverbial gray areas, as well as aspects of a choice or a decision that do not neatly align with a determined objective.
I believe that my curriculum could have better taught me to deal with life by emphasizing a more collaborative approach. I believe that people are one of the greatest resources on the planet, yet collaboration was rarely utilized in my educational experience. I believe the sort of collaboration in which everyone are equals (without the authority figure of a teacher or a manager) is the most beneficial for real life experiences -- especially with group projects (Markham, 2013) -- because that effectively prepares individuals for networking and exploring various aspects of different problems as opposed to assuming that one can depend on a single, authoritative source.
Additionally, I believe...
Fundamental aspects of property, taxation, inheritance, and other aspects of pecuniary life should be taught to students. Students are merely taught to do what they are told by the current educational system. I believe it would be more advantageous to teach them what they will need to know to succeed in life, such as the values and the pitfalls of credit as well as basic instruction related to automobiles and their maintenance and care. By emphasizing more pragmatic aspects of life, and less hypothetical issues that are important only in certain specialties, education can truly prepare students.
References
Lane, J. (2007). "Inquiry-based learning." Penn State. Retrieved from http://www.schreyerinstitute.psu.edu/pdf/IBL.pdf
Markham, T. (2013). "The challenges and realities of inquiry-based learning." Mind/Shift. Retrieved from http://blogs.kqed.org/mindshift/2013/07/the-challenges-and-realities-of-inquiry-based-learning/
VI. School Administrator Accountability and Assessment Implementation As an educational leader, the researcher could utilize the newly acquired knowledg relating to the school administrator accountability and assessment by developing fresh ideas/solutions for new challenges. Sternberg (2006) warned that when one tries to transport something that may have worked before to the new setting, without adapting it to the new setting, the transported plan may very well fail. VII. School Administrator Accountability and
It is also helping everyone to see their roles and the way they can make a difference by improving quality. Over the course of time, this motivates educators to do more, as they see that administrators are practicing the same policies. (Boyd, 2002) (Brower, 2005) Whether your current school leader is conventional, congenial, or collegial? The school leader is someone who is embracing conventional and collegial techniques. This is because, she
Main Title Improving School Safety Measures to Address the Problem of School Shootings Abstract School shootings are a problem that, unfortunately, is not going away. Every year there seems to be another one, and by now the list is far too long for any civilized society to continue to view itself as civilized. What is at the heart of the problem of school shootings? Is it guns? Is it a lack of school
Trenton.k12.nj.us). The Board of Education "…shall ensure the acquisition and installation of blocking/filtering software" (www.trenton.k12.nj.us). (d) Determine if a formal investigation is warranted or not. At this point, there does not seem to be justification for a formal investigation. This is a problem that should be reviewed and solved in house. Launching a formal investigation gets the media into the picture and stirs rumors that can be damaging to the school's
School Counseling Professional School Counseling Until recently school counseling was more of a byword because most believed that the position could be filled by any qualified teacher, and, generally, it was. Teachers would get a master's degree in guidance or vocational counseling, and be considered able to work as a school counselor. The reason for this was that counselors in schools were not seen as a person who needed to deal with
" (2005) Stated to be inclusive in these are the following characteristics: risk-taking; open-mindedness; optimism; confidence; decisiveness; reflectiveness; enthusiasm; perseverance; respect; courage; integrity; resilience; empathy. (Catholic Education Commission of Victoria, 2005) The Catholic Education Commission of Victoria (2005) states that specific knowledge that is required to be in the repertoire of the school leader are those listed as follows: (1) the capacity to think creatively, build and communicate effective concepts that serve to