The Controversy of Standardized Education
When I think of standardized education, I think of a basic, undeviated education system that leaves little to no room for differences or creativity amongst students or educators. All tests and lessons are structured the same regardless of the teachers or students in the classroom, leaving little to no room for a more personalized learning experience. Simply put, traditional standardized education is the product of industrialism, made to produce hard yet submissive workers (Gao, 2014). Standardized education does not leave room for individualism, nor does it recognize personalizing a student's education experience depending on their learning abilities. According to Gao (2014), "the traditional education model was accrued and developed based on satisfying the old economic model for labour demand" (p.44), therefore explaining how a more personalized education model is required for students to truly be successful in our modern society. Contrary to previous years, today's society revolves around creativity and innovation in all industries (Gao, 2014). Personalized education can only bring these two things to their fullest potential, allowing students to explore their talents and play to their strengths.
I believe standardized education is outdated and a concept created for a different time period. With the speed at which our modern society is evolving, it is crucial to have critical thinkers and innovators in our world, something that can only thrive through personalized education. Students subject to standardized education may succeed or fail based on factors beyond their control (economic, geographic, racial, etc.), creating a false scale of self-worth and academic value. How is it fair to test students on the same concepts when so many come from such different walks of life?
To relate to this topic on a personal note, I had a friend who struggled academically in school since we were twelve years old. He almost failed every test, didn't understand many of the concepts taught and struggled to stay focused in class. During high school, he discovered that he had several learning disabilities that hindered his ability to do well in school. It didn't matter how hard he tried; he couldn't learn. He was known as the "dumb kid" in school throughout his whole academic career, which caused him to start believing that he was not an intelligent person. Years later, after we graduated high school, he realized that this wasn't the case. Out of our entire high-school friend group (in which most members were great distinction students), he has become the most successful in life. He is financially stable with a good job and excellent budgeting skills. Additionally, he lives in a new condo, drives a nice vehicle, understands the value of hard work, and has a very personable personality. He never was a "dumb kid," the effects of standardized education just made him believe he was. After high school, he found out that he was a hands-on learner and thrived academically from there on out. This happens to many students when they are taught through standardized education. Overall, this education model does not allow for any personalization in form learning and judges each unique person as if they are the same, which is entirely unfair and unrealistic.
References
Gao, P. (2014). Using Personalized Education to Take the Place of Standardized Education. Journal of Education and Training Studies, 2(2), 44-47.
The Importance of a Positive Classroom Environment
I would argue that a positive classroom community is one of the most critical aspects that directly affect students' motivation and willingness to learn in school. Like any other type of community, members thrive when they know they are wanted, appreciated, and respected. This same concept applies to the classroom community created by educators and students. To create a positive classroom community, educators must have empathy and respect for their students while maintaining proper disciplinary techniques necessary to be viewed as authoritarian figures and role models in the classroom (Mindshift, 2017). Positive classroom communities not only focus on course content being taught but can also indirectly teach students other valuable characteristics such as empathy (Mindshift, 2017). According to MindShift (2017), empathy "could be one of the most important qualities to develop in young citizens who will go on to be successful actors in a complicated world" (p.1). Although teachers need to be viewed by their students as authority figures and role models, I also believe that it is essential for students to view their teachers as someone to go to for support academically and socially within school.
To properly foster a positive classroom community, the learning environment must be authentic, encouraging, creative, and supportive (Heick, 2021). It is the responsibility of the educators and the students to work together to achieve these characteristics. All community relationships are a two-way street between community members and leaders, as both parties must collaborate to achieve the best possible outcome. Critical thinking is vital in achieving independence and success in today's complex society. As a result of this need for critical thinking, it is the teachers' responsibility to promote creativity and curiosity in the classroom, including the importance of allowing and encouraging students to ask questions during lessons (Heick, 2021). Furthermore, it is the students' responsibility to have an open mind during class lessons and stay engaged in any way they can.
To relate this topic to a personal matter, I agree that a positive classroom community is essential to teach students properly and to provide them with a love of learning. Throughout my academic career, I have had several teachers who worked relentlessly to create a positive learning environment for their students. They strived to create a low-stress, relaxed environment optimal for conversations and questions amongst students. Not only did this type of classroom environment make all students more engaged in the course content being taught, but it also brought school peers closer when it came to group projects and assignments, creating a memorable and meaningful educational experience for all in the class.
The definition of a positive classroom community may be subjective and can vary depending on others' perceptions and beliefs of teaching styles. For example, older teachers may consider a straightforward disciplinary classroom full of strict rules and regulations a positive classroom community. In contrast, a younger teacher may consider a strict classroom restrictive to students' creativity and critical thinking skills, believing a more low-stress and collaborative classroom to be the ideal positive learning environment. Overall, everyone's perception of a positive classroom community is dependent on their own educational experiences, their beliefs on specific teaching techniques, and their ideals and expectations on what is necessary for future generations to succeed.
References
Heick, T. (2021, December 28). The characteristics of a highly effective learning environment. TeachThought. Retrieved
March 1st, 2023, from https://www.teachthought.com/learning/effective-environment/
MindShift. (2017, February 8). Empathy is tough to teach, but is one of the most important life lessons. KQED. Retrieved
March 1st, 2023, from https://www.kqed.org/mindshift/47502/empathy-is-tough-to-teach-but-is-one-of-the-most-important-life-lessons
Being Mindful of Professionalism 24/7
To prepare to become part of a profession, it is essential to understand and participate in professional development, seize networking opportunities with others in the industry, take the time to learn, grow your understanding, and find out what you will contribute to your future career (Parris, 2020). To pursue my future teaching career, I have begun studying for my degree, made some preservice and other teacher friends, and worked on my own professional brand for how I want future employers to view me. One important thing to understand about being a teacher is that you are a teacher 24/7. It is crucial to maintain a certain level of professionalism at all times.
I have a little sister in grade 7, and since being in these education courses, I have caught myself paying more attention to the schoolwork she brings home and what she says about her school experience. As I look towards preparing to become a teacher, I find myself paying more attention to other components in the classroom besides just the curriculum. I now pay closer attention to how my sister’s lessons and assignments are structured and the different learning strategies her teacher incorporates to ensure engagement in their lessons. Factors such as these are challenging to observe without being in a classroom, but it is interesting to try and apply what I’ve been learning in these classes to real life. My two observations this past year have also helped me to pay closer attention to school environments, teaching strategies, classroom management, assessment styles, professional behaviour in educational institutions, and more!
To observe without judgment means to examine things as they are while being mindful of biases, retributions, or perceptions you may conceive. I believe that the only way you can truly learn through observation is by having an open mind, ready to understand. Looking at the ATA’s Code of Professional Conduct, professionalism during and not during school hours is extremely important, as it doesn’t matter whether you’re on or off the clock; you are still your students’ teacher (Alberta Teachers’ Association, 2020). As previously stated, teaching is not simply a 9:00am-5:00pm job (or, in this case, more of a 8:30am-4:30pm job), it is a profession you must be mindful of all hours of all days.
References
Parris, J. (2020). 7 steps to prepare for your future career: FlexJobs. FlexJobs Job Search
Tips and Blog. Retrieved February 27th, 2023, from
https://www.flexjobs.com/blog/post/steps-to-prepare-for-your-future-career/
Alberta Teachers’ Association. (2020). Code of Professional Conduct for Alberta Teachers.
Author.https://www.teachers.ab.ca/TheTeachingProfession/ProfessionalConduct/Page
Supporting English Language Learners
There are a multitude of ways we can support English language learners, especially through leadership roles, recognition, and inclusivity (Theoharis & O’Toole, 2011). Often times, the language barrier with ELLs is often viewed by teachers and support staff as a disability, whereas in reality it is not. It is essential for educators and staff to differentiate ELLs from students with learning disabilities as it is simply a language barrier that hinders understanding of course content (Theoharis & O’Toole, 2011). Additionally, Theoharis & O’Toole (2011) said that leadership, such as principals in schools are incredibly influential regarding the treatment of ELLs in schools stating, “Although such leadership may come from a variety of sources within the school community, the principal stands out as the one person who can most influence the long-term success of programs for ELLs” (648). Inclusive services and proper resources such as educational assistants and translators are also vital for helping ELLs in the classroom (Theoharis & O’Toole, 2011). However, these services are often cut short due to budgeting situations or a lack of qualified individuals.
During my field experience, there were quite a few ELLs who were refugees from Ukraine. Because of their language barrier and the lack of resources the school was able to provide, their marks did not accurately depict their academic intelligence.
References
Theoharis, G., & O’Toole, J. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47(4), 646-688.