Education is the process of facilitating learning or the acquisition of knowledge, skills, values, beliefs and habits. Educational methods include teaching, training, storytelling, discussion and guided research. Education is often done under the guidance of teachers, although students can also educate themselves.
Education can take place in formal or informal settings, and any experience has an initial impact on what someone’s thoughts, experiences or acts can be considered educational. The teaching method is called pedagogy.
Formal education is generally divided into formalized phases such as preschool or kindergarten, elementary school, high school and then college, university or apprenticeship.
The right to education has been recognized by some governments and the United Nations. In most areas, education is mandatory until a certain age. There is a movement for educational reform, and especially for evidence-based education.
A course that helps customize your class, focuses on various subjects and sub-skills, and teaches flexibly. With a startup, you can meet individual and group needs by expanding and differentiating classroom instruction.
Students benefit from interactive activities and videos with grammar and pronunciation trainers, character-based conversations and occasional conversations. They develop 21st century skills and develop their creative and critical thinking skills.
No more piano covers: skills that today’s students need
A few years ago, at the beginning of my career, I sat down with two other professors and remembered my work at a university of teachers in rural China. “I visited a wonderful English class at a school that couldn’t afford a desk; The students simply sat on the benches, ”I said respectfully.
The second teacher boasted: “This is nothing.” “I saw an English classroom without walls or books.” He talked about an inspiring lesson that took place in a city in India where students were sitting outside on a carpet and wrote their letters and numbers in the surrounding dust.
“It’s nothing,” said the third teacher, triumphant. “I visited an English class without a teacher.”
Well, of course not
In Zambia, in the countryside, a class was organized under a tree, and the local teacher was also a part-time taxi driver and sometimes called at the last minute to drive customers. When he did this, the students talked and waited to see if he could return soon and if not, he would lengthen for the day.
Are the classrooms really more modern today?
We may think that our classrooms are much more modern than these examples, but what has really changed?
Unfortunately, the answer is “not much.”
In addition to some minor differences in furniture, many classrooms resemble 200 years ago. They are highly focused on the teacher and teaching materials are often still limited to books and workbooks.
Teachers can write on the board with drafts instead of on the board with chalk, but the methodology cannot change beyond the classical approach to memorization through repetition.
Has the attitude towards teaching and learning changed?
In some cases, teachers’ attitudes have not changed. My first class at the university was an auditorium-based geography conference, led by ParamFrost’s world expert, Dr. J. Ross McKay (1915-2014).
He slipped into the conference room and, instead of welcoming us, began with a warning: “Ah, 300 students. Next year maybe half of you will drop out. In four years, I hope 20 of you will graduate in geography. 20 years after that, only one of you would have turned him into a professional geographer. “
We were all stunned, but it was a clear description of the drowning or swimming attitude of the university. Either we compete as hard as possible to be the best, or we stay on the road. Some teachers still feel that way, predicting that each student in their classes will fall somewhere in the imaginary bell curve of the numbers.
Fortunately, for many teachers, today that attitude has changed. The reasons include the fact that most universities and language schools have adopted a more humane approach to teaching. Student-centered approaches that encourage continuous feedback and help ensure that each student succeeds.
In addition, with more students than ever before studying English as adults, the opportunities for them have expanded and language institutions need to compete.
If a class or university does not meet their needs, they can feel which institute the student can attend and choose. Even in small towns with limited educational options, students have the option of attending face-to-face classes or online classes.
What new learning skills are required today?
Contemporary adult students need new approaches and materials that address new needs in their social, professional and academic English. The new teacher’s approach implies being able to adjust the lessons and homework to work with more competent and less competent students.
The new material expands classroom instruction with a more attractive approach to contemporary subjects and combined learning opportunities. The recent innovation of telephone instructions follows what is happening in the classroom. It seems to be much more effective than the game applications that students soon abandon.
Despite the delivery method, the main focus is still reading, writing, listening and speaking. Various secondary skills are also required, such as active listening skills, pronunciation pronunciation skills, critical thinking for reading, and organizational skills for writing.
These new sub-skills recognize the new language challenges students face. Genres have transcended paragraphs, essays and reports. Today’s students are reading, and writing, emails, blog posts and computer presentations. In the context of listening and speaking, they need new skills to understand and explain data, attend seminars and make motivational presentations.
The best skills that students need today are lifelong learning skills. There is plenty of time to teach a language in the classroom and students need to be able to learn English and new job skills. Today’s students need to be able to think critically about their own abilities, research methods to improve and the new ideas they face.
Is change necessary?
Do we need to change our teaching and our classes? Finally, I learned to speak English to students without desks, walls, books or even a full-time teacher. But we must consider what Buckminster Fuller (1895–1983) says about the old solutions:
‘If you’re in a shipwreck and all the boats are gone, a piano cover is very happy to come to keep you close to what makes a lifeguard. But this does not mean that the top of the piano is the best way to design a lifeguard. I think we join many of the best piano covers to accept the good claims of tomorrow as the only means to solve a given problem. ‘
Although we continue to use older methods and see some success, we must remember that students sometimes learn despite existing approaches, not by what we use to teach. Let’s try to identify and rethink all those piano covers in our classes.
Learning matters: how education affects health
The recession has ended for almost six years, and although recovery can be seen in many aspects of our economy, including employment figures and housing data, the same cannot be said for our public schools.
At the beginning of the 2014-15 school year, more than half of the states were providing less money per student (www.cbpp.org) before the recession began in 2007. In fact, 14 states have reduced spending per student by more than 10 percent. To help cover the huge $ 400 million deficit, Kansas brought more things, cutting more than $ 50 million in education funds during the school year.
Many lawmakers do not realize that funding cuts for education now increase the cost of medical care in the future.
A doctor shares a book with a young patient as part of the Reach Out and Read program. Research indicates that education improves health and increases life expectancy.
How are health and education related? Steven Wolf, MDH, MD, Director of the VCU Center for Society and Health at the University of Virginia Commonwealth, recently made a presentation to the AAFP Board of Directors describing the significant impact that education has on health.
It has been made. Based on reports published last year (www.rwjf.org) by the Society and Health Center’s Education and Health Initiative, Wolf’s presentation focused on how education can improve a person’s life expectancy and that quality of life. It is.
The authors of the report put it bluntly: “Disinvestment in education generates more diseases and higher health care costs that compensate for the objective ‘savings’ of these same budget cuts.”
For example, the prevalence of diabetes in the United States in 2011 was 15 percent for adults who did not complete high school. The rate was double among university graduates.
In the same year, more than a quarter of adults without a high school diploma were smokers, compared with 8 percent of college graduates. Adults who do not finish high school can expect to live nine years less than their peers with a college education. And he is already widening the size gap.
The reasons for health disparities are many, and many should be obvious. Education generally leads to better jobs, more money and many other benefits, including better health insurance, which leads to better access to quality medical care.
Higher incomes also allow workers to pay for housing for safe neighborhoods, as well as healthy diets. In 2012, the average salary of university graduates was one and a half times higher than that of high school graduates and twice that of workers who lacked a high school diploma.
Low-income people often live in neighborhoods or communities that present many challenges that affect their health, including reduced access to supermarkets and healthy food options, less access to green spaces or other recreational areas, increased crime. Increased rates, lower quality schools, fewer jobs and pollution levels.
Low-income areas also often lack primary care doctors and other health professionals. However, the report states that people with lower levels of education have worse health, while those with more education, even when access to care is the same.
For example, a 2011 survey of patients in the same health system found that about 70 percent of university graduates 25–64 rated their health as very good or excellent, compared to 32 percent of adults who did not They completed high school. .
The conclusion is that strengthening schools will make our nations healthier and, in the long run, will reduce health care spending. Even if our legislators do not see the connection between education and health, we can be sure of what our patients do, especially children and their parents.
In 2013, 66 percent of fourth-grade American students were studying below proficiency. Part of the problem is that parents who are not read as children may not understand the importance of reading to their children.
In fact, less than half of young children in this country read daily, and minority and low-income children are less likely to read than others.
So what can we do? Last year, AAFP signed an agreement with Reach Out and Reed National Center. That program (reachoutandread.org) trains and supports doctors who deliver new books to children.