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Anissa Brathwaite Chandler

Professor Dr. Smith

English 101

October 27, 2017

The Educational System

Many students face challenging experience within the educational system because they

have not received the support needed or the push to go the extra mile. If we compare the

educational system in the past to the current years it has improved by a small percentage, however,

the degree of push given from some teachers towards students has not improved. What I am trying

to explain here is the teaching method or mechanism used by some teachers are in a concept of a

check-mark. Ex: I gave them what they need whether the student participates in class or not, I

know that I did my part because either way I am going to get pay.

It is with the investment of dedicated hours to reading, writing and more teacher input that

students will gain the skills that contribute to critical thinking. If an educator is not willing to do

more than what is in their curriculum them how can students exceed in their education if there is

no motivation, encouragement or push. The Banking Concept theory outlines different methods

that the educational system is currently experiencing, one of the method that resonance in me is

the Problem- Posting. It speaks about the exchangeable activity that should occur between teachers

and students. The educator is cognitive and narrative while presenting projects and engaging

their students in a communication cycle. (Freire p.250)


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With this exchangeable activity the students will also be encourage to use the cognitive and

narrative method to better prepare themselves prior to arriving to class, by reading and analyzing

the topic giving so when they are in class they can participated. This will allow the students to

increase their reading, analyzation and critical thinking.

The investments of time is an important factor that students themselves need to procreate

managing a set schedule showing a dedication and interest towards their goals. A student needs

to have some self-study sense of responsibility. An important equation in the success of the student

experience, is also a telling factor in the failure of our educational system. It is the combined

focused collaboration between educator, family/community support system, and the student.

The educator has an inherent and standard responsibility to impart information and rate or

gage the progress of learning. However, to do this more effectively, they must consider the

external factors of a students environment that play a part in supporting or obstructing their

progress. To look, or at least to consider, beyond the walls of education, is to truly see the

boundaries as well as the opportunities of progress. The family unit or community support system,

is one of the most impactful and critical elements of a robust and successful educational

experience. This is where the school system and life forces link or clash to the students benefit,

or detriment. To establish and maintain a collaboration on this level in the students behalf is an

invaluable leverage to educational achievements. As important as this is, it takes a zeal sometimes

beyond what students may initially appreciate, but must include their progressive participation.

The student is the key element in this equation and is the pivotal one as well. They are the

variable that we cannot do without. The principle focus this value is leading, inspiring, and

showing students the benefits as well as the responsibility for not only being part of this important
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equation, but further becoming the major investor in their own success. As the efficiency

of this equation improves and becomes more successful, the momentum of self-motivation,

discipline and pride, will also increase.

At each level of education this equation has its variance, as according to dynamic, student

character, and the program/curriculum expectations. An important characteristic threading

through each element is the expectation and the exercise of accountability. All have an investment

and a gained value dependent on their participation. Accountability measures must be active. The

passive accountability of written standards and class only expectations, should be balanced with

active accountability measures that include meetings with student and support system, checks and

balances of student work by family support system who are empowered by a communication and

continuity with the educator. Holding each other accountable to the expectations of this

collaborative commitment will produce the best product. The consistent strives by the committed

investors will likewise produce a thriving atmosphere for all involved.

The further benefit of exercising well this equation of educational collaboration, is

duplication and an almost infectious example to others seeking an answer to their own educational

obstacles, and others who are pursing the next resource edge to capitalize on. The additional

impact of this efficiency overflows into an efficiency in other areas of life and, a supportive

example for other social engagements.

As more and more examples of this success are realized, it also have an impact on the

change in the deep rooted expectations of those who work and enter the walls of education as a

place of discipline that is not a standalone entity, but a complex conceptual support resource
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extending beyond the buildings, and embracing those that will be the direct as well as the indirect

benefactors of its existence. This in itself is an inspiration for more. The recognition of this

equation and the embrace of educators to recognizing at least the impact of this upon their

efficiency of success may very well be the jewel to the fortune of education.