Issues in Secondary Education - Essay Example

Running Head: ISSUES IN SECONDARY EDUCATION Issues in Secondary Education of the of the Issues in Secondary Education Introduction Every responsible teacher associated with the secondary education system, believe that a major concern that a teacher, must address is to help students find their own individuality. Three entirely dissimilar theories i.e. Jean Piagets Cognitive Development state, Developmental phases of Erik Erikson, and Abraham Maslows Hierarchy of requirements, spot that individuality/ position uncertainty is the utmost problem for most of the students at the secondary level. Jean Piaget states that, a secondary school student experiences "Formal Operational Stage" which is the fourth and final of the stages of cognitive development of Piagets theory. This stage, which is preceded by the Concrete Operational stage, begins more or less at age 11, which is beginning of puberty and continues well into adulthood. (Abbeduto, 2006, 131)This stage is characterized by acquisition of the ability to think abstractly and draw conclusions from the information available. This stage is also important to our topic, because the students are entering puberty around this time, which leads them to many questions about themselves and their bodies; further leading to questions about just who they think they are. According to Erik Erikson, there are eight stages of human development. Along with the stages themselves, Erikson also states that a psychosocial crisis occurs during each of the stages; for this stage the psychosocial crisis is titled Identity versus role confusion. As stated by Erikson, this stage is when the adolescent student becomes concerned with how they appear to others. Many adolescents ask themselves "Who am I? Where am I going in life?", and confusion occurs because of the cognitive and bodily changes happening to the learner. Peer groups also play a role in this stage, because they effect who a student thinks they are too. (Blair, 2006, 53) The confusion of trying to decide what peer group you fit into exacerbates the possible identity crisis. At last is Abraham Maslow, with his Hierarchy of requirements. At the same time, when above mentioned theorists talked about various stages of development, Maslows theory is a little bit different; his theory explains that regardless of the age of a person, everyone is willing to have their requirements fulfilled. (Cooper, P. & Mcintyre, 2008, 383) The requirements that relate the most to this topic are the Belonging and the Esteem Requirements. One’s Family and friends come under The Belonging Needs, which are of crucial significance when talking about individuality confusion dispute, for the reason that how your family and friends act form the manner an individual behaves too. (Osler, 2007, 01)This may cause individuality confusion if the students recognize the fact that they do not perform the similar way as their friends do in various scenarios. Issues in Secondary Education Every human being wants to be respected, give respect to themselves, and to give respect to others. (Department of Education and Training NSW, 2008) Inequities at this level can result in low self-esteem, inferiority complexes, and an inflated sense of self-importance or snobbishness. It is reliant on others, or somebody who needs to be reassured for having lower esteem. Individuals with less esteem require respect from others. This makes things especially difficult for teens trying to figure out who they are, because most teens have low self-esteem and if they are trying to fit in with a certain crowd, who isnt giving them the time of day (i.e. respecting them) then this could drive their self-esteem even lower causing an even larger identity crisis. (Plewis, 2003, 25) If someone asks ten people what they think teaching is you will get ten different answers. At the same time if someone asks ten teachers what they think teaching is one will get twenty different answers. Teaching is a lot of things, and at the same time one thing; Learning. (NSW Institute of Teachers, 2005, 01) The teaching profession is dynamic, stimulating, effective, fluid, multileveled, influential, passionate, profession. Teaching includes schools, teachers, students, curriculum, but most importantly learning. Effective teaching for secondary classes must be mindful of the huge impact that teachers have on their students. Teaching a student allows teachers to interact at the human level. This interaction, and influence, on a childs life is more important than we realize. Therefore teachers must choose words and actions carefully. Teaching does not only present information to the student verbally, but non-verbally as well by watching the teachers every subtlety. The subtleties, or intangibles, speak to the complexity and multileveled format of teaching. Teaching involves not only the conscious curriculum based ideas but the intangible side as well. Teaching is therefore an Art Form and a Calling, a noble profession involving a passion for learning and a passion for children as students. In order for teaching to be productive and successful, this passion for learning must be promoted as lifelong learning. Effective secondary students teaching must include the passion, touch, flavor, and personality, in order to draw the students in and engage them. The more students are engaged the more positive the results. Secondary students’ Teaching must promote six basic attributes, the KSAs and the Three Ts of Teaching. Teaching is the Knowledge of the basics that are passed on, the concepts to give the students the Skills of effective and affective learning, and the Attributes to be able to put the Thinking skills, Technology skills, and Teamwork skills into action. (Barry & King, 2006, 262) Teaching must move away from the traditional models, and be open to the changing roles of education. Teaching and teachers must change from the idea of "The Sage on the Stage" to the "The Guide on the Side". (Beckner, 2004, 15) simply put, teaching must move to teaching less and allowing students to learn more. Teachers must take on a changing role that allows the student the freedom to access the information and then teach them how to showcase and synthesize the information, taking learning to another level. (Department of Education and Training NSW, 2003, 01) Just teaching and learning the facts is not as important as it once was. Teaching must cause students to think and evaluate, taking them beyond just information; enabling them to negotiate their learning. (Brandt, 1998, 50) By legitimizing the learning experience, teaching effectiveness becomes evident. To sum up, teaching is many things to different people, but the one thing teaching is to everyone is learning. Teaching should be focused on learning and the many strategies, concepts, structures, and supports to facilitate the learning process to occur. Teaching should be mindful not to get too busy presenting information that we forget the focus should be on the learning. Good teachers make teaching look easy and have come to realize that "teaching doesnt occur unless learning has occurred". One reason for students needing to play "catch-up" from high school studies is a lack of motivation. High school students have poor study habits due to social activities. This is a problem because socializing is a very important key to growing up. Students stay up late talking on the phone, and then they sleep all day during class. This leaves no time for studying or learning. (Canestrari, 2004, 01) Students have a high lack of interest by not having the time or motivation to be involved. Many pupils will fail by choice because they do not realize the consequences of being lazy now. This leads to a low maturity level. In an old saying by John Heywood, "A man may well bring a horse to the water. But he cannot make him drink without he will."(Killen, 2007, 01) Students also want to fit in. Peer pressure then kicks in to gear. If popular Johnny is not going to study for this, then no one wants to either. (Elias, 2006, 40) No each teacher has their own special identity with their students due to many different factors. So what makes an effective teacher is something that will be explained differently from student to student. However, there are some characteristics I believe that help educators be an effective teacher. Most of these ideas come from my experiences with teachers, from readings, and my personal experience trying to teach others. To begin with a teacher, who is well educated, understands the material they are teaching, and can effectively transfer the lesson to the students will always be an effective educator. It is good for all teachers to fit into this broad statement, but it doesnt really get into the meat of the subject. In order to really be an effective teacher there are many avenues in which they can travel. It really comes down to what the teacher believes will be most effective and how well that style of teaching goes with their character/beliefs. These avenues all have different outcomes when taught by certain teachers. We must also consider the demographic of the students the educator is teaching. (Arthur, M; Gordon, C. & Butterfield, 2007, 90) Since we are just discussing what characteristics make an effect teacher we really dont have to try and explain all the different avenues and the ways to reach a desired ending. We simply need to state some of these characteristics in order for each educator to try and find the right balance between academic/learning value and making the material exciting. Once the educator has the students attention and can show them that learning can be fun they will need to make sure that the material is covered and comprehended. (Owen, Green, Pitcher & Maguire, 2000, 37) Educators with a formal set of rules that can keep the students behaved without totally restricting them as long as the teacher makes sure this works well. Going along with this is how the educator decides to execute their punishments. This has a great effect on the student and the class. An effective teacher will not want to embarrass the student in front of the class, but they want the class to know that the rules have been broken and that means the person has to face the consequences for their actions. Coming from the opposite end a teacher also needs to make sure and give plenty of positive reinforcement to all their students (Especially those who seem to be having a harder time for whatever reason). Educators who show appreciation and do not discriminate other cultures show students that ethnic and cultural diversity is interesting and fun. Effective teachers try their best to relate the course material to their students life experiences for optimal participation and learning. For instance when I was in sixth grade my teacher taught us pigskin geography. It integrated football with learning geography, math, and spelling. This sort of idea is what helps kids want to learn. Using new ways to teach to break the repetitiveness of the everyday thing. These new ideas might be using computers (technology new and old), or getting out of the classroom (field trips), or just letting someone else come and talk to them once in awhile (dad/mom day, Junior Achievement, DARE, the list goes on). Educators who have a positive attitude and continually encourage their students to not only try, but to try their hardest will most likely rub their optimistic outlook off onto their students. Promoting teamwork is something educators really need to stress because for the majority of everyones life we have to be around others whether we are at school, work, or just out around town everyone has to socially interact with others. Teachers should not only teach, but also try to lead by example. I have always found it hard for a health teacher to try and educate students about the pros and cons of what they do to and put in their body when that teacher publicly and visibly disregards what they do to themselves (smoke, drink, etc.). Conclusion Above mentioned are few of the attributes that help out in creating an effective secondary school educator. Almost each of these characteristics is of crucial importance in teaching secondary students. All educators need to do is to find the traits and style that suits them best, that they are able to teach to their students with confidence and clarity, and meets all academic standards and codes. If they can do that they will be heading in the right direction of being or becoming an effective educator. Of course they may choose to change things once in awhile or stop and rethink what they believe would be most effect, but that is reflecting and growing. If an educator is always reflecting, growing, and finding new ways to stimulate their students into learning then they are doing a fine job. References Abbeduto, L. (2006). Taking Sides. Clashing Views in Educational Psychology. Fourth Edition. McGraw-Hill Contemporary Learning Series. Pg 131 Arthur, M; Gordon, C. & Butterfield N. (2007). "Chapter 4 Positive communication", from Classroom Management: Creating Positive Learning Environments (2nd Ed.). Victoria: Thomson. pp82 - 107 Barry, K; & King, L. (2006). "Chapter 8, Developing management skills", from Beginning Teaching and Beyond (3rd Ed.). Tuggerah, NSW: Social Science Press. Pp.255 – 271 Beckner, W. (2004). Ethics for educational leaders. New York: Allyn & Bacon. pg. 15 Blair, M. & Bourne, J. With Coffin, C., Creese, A. & Kenner, C. (2006) Making the Difference: teaching and learning strategies in successful multi-ethnic schools, DfEE Research Report No. 59 (London, Department for Education and Employment), pp. 52-55 Brandt, B. (1998). Powerful learning. Virginia: ASCD. Pp. 1 - 70 Canestrari A., S., and Marlowe B., A. (2004). Educational Foundations: An Anthology of Critical Readings. Sage Publications. 01. Cooper, P. & Mcintyre, D. (2008) Commonality in teachers’ and pupils’ perceptions of effective classroom learning, British Journal of Educational Psychology, 63, pp. 381–399. Online access: http://books.google.com.au/books?id=VvjLsLFluboC&pg=PA66&lpg=PA66&dq=Commonality+in+teachers%E2%80%99+and+pupils%E2%80%99+perceptions+of+effective+classroom+learning&source=bl&ots=9WjbpuJEsn&sig=mwx0BbwWvpGOxVjYJsteCcnXn9A&hl=en&ei=coWlS-rhCdegkQXfvLXnCA&sa=X&oi=book_result&ct=result&resnum=4&ved=0CB0Q6AEwAw#v=onepage&q=Commonality%20in%20teachers%E2%80%99%20and%20pupils%E2%80%99%20perceptions%20of%20effective%20classroom%20learning&f=false Department of Education and Training NSW. (2003) Quality teaching in NSW public schools: Discussion paper. Sydney. Department of Education and Training NSW. (2008). Policies and procedures. [Online] https://www.det.nsw.edu.au/policiesinter/category.do?level=Schools Elias, P., Mcknight, A., Pitcher, J., Simm, C. & Purcell, K. (2006) moving On: graduate careers three years after graduation (Manchester, Higher Education Careers Service Unit/ Department for Education and Employment), pp. 40 http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-standards.html https://www.det.nsw.edu.au/languagesupport/documents/qualteach_nswps.htm Killen, R. (2007). Effective Teaching Strategies (4th Ed.). South Melbourne, Vic.: Thomson Learning Australia. (Available on-line, see below links: NSW Institute of Teachers. (2005). Professional teaching standards. Sydney. Osler, A. (2007) the Education and Careers of Black Teachers (Buckingham, Open University Press). pg. 1. Owen, D., Green, A., Pitcher, J. & Maguire, M. (2000) Minority Ethnic Participation and Achievements in Education, Training and Employment, Research Report 225, pp. 30-39 Pickett, Amy. (2007). Engel v. Vitale: School Prayer and the Establishment Clause/Miranda v. Arizona: The Rights of the Accused. School Library Journal, Vol. 53 Issue 7, p119-119 Plewis, I. & Veltman, M. (2003) Where Does All the Time Go? Changes in Infant Pupils’ Experiences since the Education Reform Act (London, University of London, Institute of Education), pp. 22-28 What is Universal Design for Learning? http://www.cast.org/research/udl/index.html Read More