Parents vs teachers as educators essays on poverty

In , Jo Boaler (2016) elaborates on how educators can teach math better so as to promote a growth mindset. She expands her ideas on "paying attention to the math questions and tasks that students work on, the ways teachers and parents encourage or grade students, the forms of grouping used in classrooms, the ways mistakes are dealt with, the norms developed in classrooms, the math messages we can give to students, and the strategies they learn to approach math" (p. xiii).

Parents vs teachers as educators essays on education

Take Action> As more of the details arebeing worked out regarding how this settlement will affect the education system,now is the time to express your concerns to the B.C. government. ContactMinister of Education , Attorney-General or your . Remind them that parents have ultimate responsibility for theeducation of their children and there should be no restrictions on parents whowish to exempt their children from any teaching on sexual orientation.

Parents and teachers as educators essay by Belkis …

Parents and teachers as educators essay - …

So, the question then is: What rights do parents have todetermine what parts of the provincially mandated curriculum their children willlearn and how they will learn it? Many teachers may be surprised to learn thatthose boundaries are very restricted and, have, for years, been clearly definedby the Ministry of Education. The policy, currently described as the AlternativeDelivery Policy, clearly defines the areas of the curriculum where students andtheir parents or guardians may arrange for alternative delivery of instruction;namely, the Health curriculum organizer of Health and Career Education K to 7,Health and Career Education 8 and 9, and Planning 10, and the PersonalDevelopment curriculum organizer of Personal Planning K to 7. The policy doesnot apply to any other prescribed learning outcomes in those IRPs. Nor does itapply to any other BC provincial curriculum.

In a letter from the deputy minister sent to all the education partner groups inSeptember 2006, this policy was, once again, reiterated "in order toclarify some common misunderstandings" with regard to its application."The policy does not permit schools to omit addressing or assessing any ofthe prescribed learning outcomes within the health and career educationcurriculum," the letter states, and goes on to say, "Neither does itallow students to be excused from meeting the expectations of any prescribedlearning outcomes related to health. It is expected that students who arrangefor alternative delivery will address the learning outcomes and will be able todemonstrate that they have done so."

Just so that we are all clear, the Alternative Delivery policy applies only tothe health organizers of the above-named IRPs and to no others. What this meansis that there are no other areas of the curriculum that students have the optionof not being in attendance or accessing alternative means by which to achievethe required learning outcomes. So, when a student says he or she can’tparticipate in lessons, other than those of the health organizers, for whateverreason, our response needs to be that they are required to be in attendance andare not exempted from meeting the prescribed learning outcomes.

This brings us back to the examples described earlier where teachers haveallowed parental pressure to determine what and how we teach to meet therequirements of the curriculum. As professionals, we have a duty to address thelearning needs of all our students by ensuring that they be exposed to ideas,materials, and knowledge that informs and educates them about the world in whichthey live. When we relinquish our right to professional autonomy and bend to thedictates of a small segment of the parent population, we do a disservice to ourstudents as a whole.

So, when a parent declares that a teacher’s choice of a novel to be used inclass must be vetted by the parent first; when, in social studies, children arelearning about the different family models, a parent objects to the inclusion ofsame-sex parented families; or when a child is not permitted to attend music orphysical education classes because of the religious beliefs of the family, weneed to take a stand. Our response should be, "This is the public educationsystem and I am required to follow the mandated provincial curriculum. Ifyou are not happy about that, there are other educational options available toyou and to your child."