REFORMING CURRENT EDUCATIONAL SYSTEM CAN BE POSITIVE
Sun Sentinel (Fort Lauderdale, FL) - Thursday, November 4, 2010
Author: Charles F. Tolbert
Education reformers must look at major areas of the current educational system if there is to be positive change in the outcomes. Change can support positive outcomes.
First, the current school terms are based on the seasonal needs of an agricultural economy and the length of each school year is set accordingly. Now, we are in an industrialized/technological economy. Therefore, school terms can be extended. The additional in-school hours will support students in becoming more knowledgeable in current skills for successful employment, and help to return the U.S. educational system and graduates to the top of the list in those areas.
Moreover, the schools need to change the process through which the student is educated. The most effective educational experience is one that utilizes available technology in curriculum delivery.
Therefore, investigating the inherent value of a hybrid delivery system for learning and cost-effectiveness, and in concert with a lengthened school year, could offer strengths to a stumbling education system.
A hybrid educational system can be defined as a learning delivery system, both in a school building and through computer-delivered instruction, which includes yet is not limited to:
Facilitator: the faculty presenting the online curriculum to the student, according to his or her grade level .
Motivational mentor: the individual located at a facility, usually, who ensures that the student understands the procedures of interaction among the three elements of the hybrid school system.
Parent or guidance counselor: the individuals who have parental control over the student to ensure the student is applying him or herself and to provide moral and ethical guidance and prayer.
The education system that puts the onus for learning on students, with reinforcement from parents and parental figures, provides correct role responsibilities for each involved party. The teacher/facilitator has the primary delivery responsibility, in concert with the student/learner and the parents.
The learning that can happen is then shaped and limited, not by the teacher/facilitator, but by the innate abilities of the student, his/her efforts and interest in learning, the wisdom and talents of the teacher/facilitator and the enthusiasm/involvement of the parents/parental figures and the instilled and reinforced valuing of education by society.
Charles F. Tolbert is a resident of Fort Lauderdale.
First, the current school terms are based on the seasonal needs of an agricultural economy and the length of each school year is set accordingly. Now, we are in an industrialized/technological economy. Therefore, school terms can be extended. The additional in-school hours will support students in becoming more knowledgeable in current skills for successful employment, and help to return the U.S. educational system and graduates to the top of the list in those areas.
Moreover, the schools need to change the process through which the student is educated. The most effective educational experience is one that utilizes available technology in curriculum delivery.
Therefore, investigating the inherent value of a hybrid delivery system for learning and cost-effectiveness, and in concert with a lengthened school year, could offer strengths to a stumbling education system.
A hybrid educational system can be defined as a learning delivery system, both in a school building and through computer-delivered instruction, which includes yet is not limited to:
Facilitator: the faculty presenting the online curriculum to the student, according to his or her grade level .
Motivational mentor: the individual located at a facility, usually, who ensures that the student understands the procedures of interaction among the three elements of the hybrid school system.
Parent or guidance counselor: the individuals who have parental control over the student to ensure the student is applying him or herself and to provide moral and ethical guidance and prayer.
The education system that puts the onus for learning on students, with reinforcement from parents and parental figures, provides correct role responsibilities for each involved party. The teacher/facilitator has the primary delivery responsibility, in concert with the student/learner and the parents.
The learning that can happen is then shaped and limited, not by the teacher/facilitator, but by the innate abilities of the student, his/her efforts and interest in learning, the wisdom and talents of the teacher/facilitator and the enthusiasm/involvement of the parents/parental figures and the instilled and reinforced valuing of education by society.
Charles F. Tolbert is a resident of Fort Lauderdale.
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