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How to add value to education enmasse?

Martin Luther King Jr. had famously quipped, “The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.”

Education is the indoctrination of an impressionable mind, nurturing it and making it believe in the quest to fathom the unknown. The truth of education lies in its greatest gift-happiness. Every parent envisions that
their child grows up to be an educated citizen. Very much like educationists, around the world, who ponder about ways that will propel the child into a sphere of inquisitiveness and hunger for knowledge.

The essence of education lies in the value, the teacher feeds into the child.

As Maxwell (2007) had said,

“People who add value to others do so intentionally.  I say that because to add value, leaders must give of themselves and that rarely occurs by accident.”

Greene and Forster, 2003, in their highly regarded Public High School Graduation and College Readiness Rates in the United States. Education Working Paper No. 3. stated that,” “Students who fail to graduate from high school prepared to attend a four-year college are much less likely to gain full access to our country’s economic, political, and social opportunities.”

In such a scenario, how does one add value to education?

The following ways can be partaken to achieve induction of value:

To create an ecosystem of Outcomes

Swan(2010), stated that, “Learning outcomes refer to the skills, knowledge, and attributes students should have upon completion of a particular course or program of study.”

Learning Outcomes delves into the aspect of learning through mutual trust, camaraderie, empathy, debate and the ability to form a consensus. Without it, the process becomes disjointed and the curriculum officious. The core discipline of education should involve human values with an emphasis on result via research rather than
rote.

Innovate

And here in lies the success of the teacher. One has to constantly manoeuvre through the rapidly changing landscape of student concentration. One, also, has to take care that the attention span of every mind in class evolves at a generic pace.

The truth is: evolution, for most part, has taken its own sweet little time to amaze. Same with students. They will blossom, but at their own pace. The role of a teacher, at this juncture, transforms to that of a facilitator. He or she has to be patient.

The teacher also needs to be proactive in identifying the sprinter and the laggard. Both will need attention in equal measure for nurture and tutor.

Grade, don’t Guillotine

Students have never found the real essence in failure based on a set of numbers. The reason for this is because different set of teachers provide different set of rationale. The multidirectional explanations never do justice to the insatiate hunger for knowledge of the young minds, and they fall prey to the menace of competition.

The process of grading needs to be fine tuned along with an advisory or a counselling program, so as to minimise or eradicate the trauma of failure amongst the recipients.

The underlying fundamentals of providing engaging education should not be based on the theory of return of investment in pure monetary terms, but on greater assimilation of values with a goal to achieve a sense of belonging in an open world. That will what make a student a winner.

And when they win, we win.

1 Comment

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