Implementation in Advocacy/Guidanace/Post-Secondary Preparation (Articles) - 0 views
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This riddle lets us in on the secret that every child knows –that in school, teaching matters more than learning.
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agoeser on 25 Feb 18I taught an international business college class. They had a huge project to work on that was due in 3 weeks. I asked them if they wanted me to go over the material in the book or if they wanted to work on their projects. I didn't think it was fair to have to get together outside of class for this. So I allowed them class time. They voted unanimously to work on projects instead of listening to me lecture. I didn't care either way. Then when the evaluations came around, I was slammed with the students saying I didn't teach the material. I was quite shocked!
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The LTI is based on the premise that adolescents need to learn in real world settings and interact effectively with adults.
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One thing I've always wondered...if a student is interested in welding, they go out and learn all they can about welding. That's great! But if interests change after graduation, then what? They've missed out on other areas learning. Are these students exposed to a wide variety of other areas and not just what they think they want to learn?
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At the same time, these teachers are often pressured by school administrators, policymakers, and politicians to raise graduation rates.
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Several years ago, the CBPS hired a lady as their superintendent. Her ultimate goal was to raise the graduation rate. When she was hired, their rate was one of the lowest in the state. Five years later, their graduation rate was 10-15% higher. It's a long and slow process, but it takes people to care and not let students fall through the cracks. It's in all of society's best interest to have every student graduate.
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As freshman, students learn about and become part of a community; as sophomores, they explore what it means to serve within and through that community; as juniors, they use their service experience to provide leadership to younger students; and as seniors, they risk it all, moving beyond their immediate community to explore new ones.
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An environment without risk fails to prepare students for life outside the classroom, a world of risk taking. Allowing students to experience measured risks, in a supportive community, models the real-world paradigm where choices naturally entail risk.