Public Schools

Is our Jordanian government doing its Job when it comes to education? Are we getting the best out of each Individual, or are public educational systems failing their students? It Is rather obvious that public schools are not meeting the needs of each child, and as a result children end up losing their eagerness to learn. It Is fairly disappointing to realize that the majority of Jordanian students are much more concerned about scoring high grades than about learning.

Public schools are falling their students and are considered inferior because of three major issues: individualized teachers, overcrowded classrooms, and the negligence of creativity and individuality. The first reason behind the inferiority of public Jordanian schools is their poorly qualified teachers. According to Professor Richard M. Engineers, University of Pennsylvania: “There has been a great deal of controversy over what kinds of preparation are necessary for teachers to be considered qualified. Highly qualified’ teachers are those with a college degree, a teaching certificate, and competence in their subjects. ” Those three qualifications are rarely present within the same teacher. Moreover, a teaching certificate Is not even required by our Jordanian schools. Other than the absence of high standards when It comes to employing teachers, schools especially those located in remote governesses sometimes oblige their teachers to teach outside the scope of their fields, which reflects poorly on the students.

Public schools’ weakness lies within their assumption that anyone with a collage degree Is capable of teaching, which is not always true. A successful educator is both passionate and devoted; he inspires the child to become the best that he can possibly be. However, due to the low social standing of the teaching occupation in our community, the majority of our teachers severely lack enthusiasm. They stick to their primitive teaching methods and focus excessively on lecturing and memorization.

They rarely strive to train themselves In the different modern teaching approaches. Secondly, many problems arise when there are more students than the teacher is capable of handling all at once. Classrooms at public schools are generally overcrowded beyond the acceptable capacity. Classes can be completely full and sometimes crowded with over thirty-five students. One of those problems is, the bigger the number of the students, the larger the variance In the levels of intelligence. Some students may need a slower pace than others.

At public schools, all students receive the same level of attention. There is less focus on the individual student, and teachers sometimes fail to notice when a student is struggling simply because there are thirty other students to focus on In the same class. Another problem that arises when a classroom Is overcrowded Is the Increase of the number of distractions. More students means more noise which leads to difficulties with incineration. Students have a harder time focusing and processing Information, and teachers end up wasting time fighting over the noise. Absentia number of Jordanians are discontent with the teaching systems applied in our public schools. The teaching methods used by the majority of our educators fail at creating an environment where the child can discover and develop his own talents and passions. They fail at kindling the child’s curiosity. Generally, these methods do not acknowledge the different types of intelligence; they do not allow free dialogue or exploratory learning or even team work.

Teachers nonchalantly ignore the importance of creativity and imagination in the learning process; they neglect to involve the child by simply dictating information. The main issue is rooted within the rigid curricula and the standardized tests that encourage children to memorize with little emphasis on analysis and critical thinking. The answers are right or wrong, either black or white; there is no room for innovation. Students have a difficulty voicing their opinions because they have been spoon-fed facts and rules throughout their entire educational Journey.

In conclusion, Jordanian public schools have many deficiencies and shortcomings that need to be properly addressed shortcomings that vary from the quality of the teachers, student to teacher ratio per class, to the traditional teaching styles that they cling to. Our government needs to take drastic measures to change what is fundamentally discrediting our public educational systems. Without the necessary measures, the Jordanian youth will not be capable of keeping up with our ever- changing world, and our potential for achieving greatness as a nation will be lost forever.

Modems, e-mail, www’s and .com’s – are these phrases merely a part of a worldwide fad, or are they here to stay? And if they are, then what role should they play in the future of public education? Many times, new things come along, and we all jump on the big boat of opportunity so quickly that we forget to look at the long term merits of what we’re boarding. The Internet is a good example of this, and we should all take a much closer look before we decide whether the Internet has a purpose and a place in the public schools of tomorrow.

Education is merely preparing students for the future. But what is the future? No one can say with certainty. But by taking a quick look around us, we can guess that the Internet will play a prominent role in our future. If we look at the stock market, for example, we can see internet and technology stocks skyrocketing beginning their first day on the market. Or, turn on the television and one will surely hear a commercial telling everyone to check out their company’s web site for more information on their product. Daily, we can see the Internet becoming more integrated in our lives and in the lives of our youth. Without the internet in our schools, how will teachers instruct students to take full advantage of what the internet has to offer?

After establishing that the Internet is indeed a growing part of our society that will not likely disappear soon, schools and their administrators must decide if the Internet is a necessity or a luxury. The answer is simple; the Internet is a luxury. If it were a necessity for public schools’ survival, then how have they made it this far without it? Though the Internet is a luxury, that does not mean it has no place in public schools. Imagine schools today without luxuries such as the light bulb, copy machine, or personal computer. Ten years ago, it would have been impossible to compose a letter, to send it, and have it received all in a matter of seconds. It is imperative that students are taught how to access these new opportunities so that when compared with other students anywhere in the world, they will not lag behind in Internet proficiency.

Schools must begin to incorporate internet education into their regular curriculum in order for students to be successful in today’s internet-savvy world. It is the responsibility of public schools to prepare our students for the future, and without the Internet in our schools, this would be impossible. By forbidding the internet to enter our schools, we would be condemning our students by sending them out into the age of the internet, being armed with nothing.

Though the merit of the Internet itself will continue to be debated, it is obviously becoming an important part of our society and, therefore, must also become an important part of our schools, which are the future of our society. Had the youth of yesterday not been taught how to use computers, then they could not have created the internet of today. Therefore, if students of today are not taught how to use the Internet, then we are limiting the possibility of new discoveries tomorrow. It is important that we realize this: the education that is provided for our youth today will determine our future.

In conclusion, schools and its communities must accept the inevitable and climb aboard the Internet ship of opportunity before it sets sail, leaving the future of our students, communities and nation behind. Where will this fateful journey end? Will it end in tragedy such as the Titanic, or will we be sailing on the Nina, the Pinta, and the Santa Maria to end at yet another beginning where something newer and more exciting awaits us? Only time can tell.

A landmark court case that occurred in the early 1950″s resulted in the desegregation of public schools. This historic Supreme Court case was known as Brown vs. Board of Education. The place was Topeka, Kansas, 1951. A little girl named Linda Brown and her father, Oliver Brown, attempted to enroll Linda in a neighborhood elementary school that accepted whites only. The request was denied, by the White elementary school. The little girl only lived a few blocks from the White elementary school, which would have been a good fit for her. Instead, she ended up traveling about a mile each day to attend the nearest Black school.

Mr. Brown decided to request the help of the National Association for the Advancement of Colored People (NAACP). The NAACP was glad to help in the fight. Mr. Brown and the NAACP moved forward and challenged the segregation law. In 1892, the Plessy vs. Ferguson decision had set a precedent for the issue of “separate but equal,” which had been applied to school in the Southern states since then. Parents in other states were also pursuing the challenge to the “separate but equal” doctrine in South Carolina, Virginia, and Delaware. Mr. Brown”s case was heard by the U. S. District Court for the District of Kansas.

The request by Mr. Brown was to prohibit segregation of the public schools in Topeka. The NAACP argued to the court that separating Black children from White children was sending a wrong type of message to the Black children. The message being sent was that Black children were somehow inferior to Whites and that there was no way that the education being provided could be equal. On the other hand, the Board of Education argued that segregation was a fact of life in the states where these children attended school, and that segregated schools helped prepare the children for the reality of what their adult lives would be like (Robinson 2005).

The Board of education went on to cite different successful educated American, none of whom attended integrated schools, such as Frederick Douglass, George Washington Carver, and Booker T. Washington. In handing down their decision, the judges in this case wrote that “colored children… ” suffered a “detrimental effect” from segregation of the schools (Robinson 2005). However, they believed that the legal precedent set by the Plessy vs. Ferguson case prevented them from issuing the requested injunction and the result was that they ruled in favor of the Topeka Board of Education.

Mr. Brown and the NAACP appealed the case and it went to the United States Supreme Court in the latter part of 1951. The case was combined with the Delaware, Virginia, and South Carolina cases. The Supreme Court handled this case very delicately and deliberated for quite sometime. The case was first heard by the Supreme Court, but a decision was not made at that time. Various interpretations of the Fourteenth Amendment were discussed and whether the Plessy vs. Ferguson case had violated it. The case was heard again by the Supreme Court in December of 1953.

Thurgood Marshall, who was the first African American Supreme Court Justice, gladly argued for Brown and the NAACP. Finally, a decision was made. On May 17, 1954, the U. S. Supreme Court issued the following decision: “… Does segregation of children in public schools solely on the basis of race, even though the physical facilities may be equal, deprive the children of the minority group of equal education opportunities? We believe that it does… We conclude that in the field of public education the doctrine of “separate but equal” has no place… (Brown vs.

Board 1954). The Supreme Court tasked the nation with implementing this historic decision with deliberate speed. Recognizing the value of education, the court ruled unanimously in favor of equity. The Supreme Court declared that education is perhaps the most important function of state and local governments. It prepares our children for later professional training and in helping him to adjust normally to his environment. The court also declared that it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education.

But the vagueness of the phrase combined with continued bigotry slowed the process, in some cases to a standstill. With the segregation of public schools declared unconstitutional, segregationists across the South sprang into action to prevent the implementation of public school integration. Some states began to pass state laws to uphold segregation, which then had to be challenged in court by the federal government, one by one, delaying black children from attending White schools. Councils began to be developed, by segregationists, to fight against desegregation.

One of the most dramatic occurred in Little Rock, Arkansas, in 1957, when White mobs screamed threats at nine Black high school students and blocked them, as they tried to go into their new school for the first time. The Black students were unsuccessful, unfortunately. The president at the time was President Eisenhower, of whom ended up calling in the National Guard to protect them so they could enter the school. President Eisenhower had to call in the National Guard to escort black children to an Arkansas school that refused to integrate.

Other communities used different tactics to resist. In Virginia, schools closed rather than desegregate. Elsewhere, some white families migrated to suburbs. Some black parents kept their children in the same black schools to avoid conflict. Families who chose white schools under freedom of choice plans, allowing black children attend any school in a district, received threats. In at least one instance, a cross was burned outside the home of a family. Across the nation, the 1954 Supreme Court decision brought forth dreams of heightened hope and yet resistance, as well.

According to Benjamin Mays, the backbone of segregation had been broken. Martin Luther King expressed that the decision was a joyous day-break after a long desolate midnight (Moss 2004, 63). In conclusion, school desegregation was not an issue that was resolved overnight; rather, it was the persistence of those against segregation and the realization of the unequality that it was enduring upon our children that pushed the historic decision that will never be forgotten.

Fifty years after the decision was made, it stands to reason that generations of U. S. students have benefited from its relief. The ruling spawned other protectionist laws, Title IX, for example, which specifically extends Brown’s principles to gender, that prohibit noncompliant institutions from receiving federal funds, and it cleared the educational paths of millions of minority students. Yet today, people’s impressions of the impact of the decision vary as widely as their personal experiences.

Baby boomers recall a time of expanded opportunity and change, while younger generations, nowadays, feel that the current classroom compositions are what they are, with the law behind them, the issue simply fills the pages in their history books. Although the Brown case directly addressed racial discrimination in public schools, the case has had great significance for women, as well. The Brown vs. Board of education decision was the legal decision necessary to stop segregation in its tracks. By the time the decision was handed down by the Supreme Court, Linda Brown had already moved on to attend middle school.

Should changes be made to the regulations for foods, served in public schools? The topic selected is should changes be made to the regulations for foods which are served in public schools. This topic is selected because of two reasons, first, education is the base of development on each level, whether it is on individual level, social level, economic level, or at national level. The second reason is, Government has opened public schools to provide education at minimum or no cost to the students and they also provide free or lost cost meal to them to make sure that they get the minimum calories to have a healthy body and sound mind.

But the food served is generally not of a quality standard and that is why we often come across some news or the other about the degraded food quality. So the topic was selected to know more about the same. Thesis statement: Food leads to healthy mind and body, healthy mind and body leads to education, Education leads to development. Which means ultimately a healthy food can lead to development. So it is very important to eat well. National school lunch program: It is a federally assisted program of meal being operated in either nonprofit private schools or public schools and residential child care centers.

The purpose of this meal program is to provide a low-cost of free meal to the kids of schools so that they maintain a balanced nutritional diet along with study. This program was started under National School Lunch Act, which was duly signed by President Harry Truman in 1946. The three major characteristics of my audience are, first, they are a mass of people and a mass of people can lead to change in decisions; second, the current view on this topic and third is awareness.

Now the question which needs to be answered is do we need a change? If the answer is yes, then the time is now. Free meal or low-cost meal does not mean a low quality or limited quality and quantity of food materials. If the nutrition is not reached up to minimum level also then what is the use of giving free or low-cost meals to the students. Scope of study: The scope of this study is to find out the meals menu served, the minimum nutrition it gives to the students, the changes which it might need etc.

Research design: The research design which can be used in this project is exploratory research design and Descriptive research design. Exploratory reveals all the Who, What, When, Why and How of the topic and it defines the problem. Descriptive research design is that research which describes the problem and finds a solution. Mode of data collection: Survey can be the best mode of data collection. It will include a questionnaire and some personal interviews. This will give the primary data.

For secondary data, we will have to find out the old surveys done on this topic. Internet can be the best place to find secondary data. Sample: The sample for this project can be the schools or the private organizations which opts for free meal or low-cost meal. The teachers, the students etc can be the sample. The sample size will depend upon the availability of time and money for this project. Data Analysis: The data got from the primary and secondary survey can be analyzed using different statical tools to come to a certain result.

Conclusion: This project is about the research that should there be a change in the meal provided at public schools or of the non-profit private schools. As the meal provided is generally not at par with the standard of the food quality approved by nutritionists so it needs to be changes. The foods do not contain fresh fruits, green vegetables, pulses or right amount of any nutrition filled foods so it is required to change the menu as differently as it can be so that proper nutrition can be given.

Corporal punishment is the intentional use of physical pain as a method of changing behavior. Numerous nations have prohibited the use of corporal punishment in public schools, but the United States of America is a special case. Thirty states have prohibited the use of corporal punishment in public schools while twenty states have not, Texas being one of them. The use of corporal punishment in public schools should be prohibited because it restricts a student’s academic success, facilitates aggression and violence in an adolescent’s behavior, all while having no clear evidence that it actually works.

Corporal punishment creates an unhealthy educational environment which directly correlates with impeding students’ academic performance. Even though one student receives punishment, this affects all the students who witness it, constructing “an environment of education that can be described as unproductive, nullifying, and punitive” (“Corporal Punishment in Schools”). Corporal punishment creates an atmosphere of fear in the classroom which can severely hurt a student’s ability to do well in school.

Studies show that “as a group, states that paddled the most improved their scores the least,” while “the ten states with the longest histories of forbidding corporal punishment improved the most” (“Corporal Punishment in Schools and… ”). Today, succeeding in high school is very important, and with good reason. How well a student does in high school is what paves their way to a good college. Corporal punishment is used to deter bad behavior, but it puts students at a very serious disadvantage against students who learn in non-corporal punishment states.

By definition, corporal punishment is said to change the behavior of the victim so that he or she will not act in the same way again, although there is no concrete evidence that supports this claim. In fact, “no clear evidence exists that such punishment lead to better control in the classroom” (“Corporal Punishment in Schools”). Thinking logically, hurting a child/adolescent will not result in better behavior because pain does not explain why bad behavior is wrong. A child/adolescent’s brain is still developing, so just hurting an child/adolescent and then thinking that everything will be better is backward thinking.

“Physically punishing children has never been shown to enhance moral character development or increase the students’ respect for teachers or other authority figures in general,” meaning corporal punishment is not even capable of doing what it is supposed to do (“Corporal Punishment in Schools”). Corporal punishment is being used ineffectively and the consequences far outweigh the potential good that it doesn’t do. Though corporal punishment is effective in a short period of time, it causes more harm than good.

In school, student’s are taught to be nice to others and to handle situations with a logical and calm mind, but corporal punishment “promotes a very precarious message: that violence is an acceptable phenomenon in our society” and “encourages children to resort to violence because they see their authority figures or substitute parents using it” (“Corporal Punishment in Schools”). Essentially, children and adolescents are being told that violence is okay and that if someone steals someone’s pencil, then it is okay to go up to that person and start hitting them.

Yes, pking, paddling, and other forms of corporal punishment are “quick and it’s effective – and that’s true,” but that is all it is, quick and effective (“More Than 200,000 Kids Spanked At Schools”). A student may behave for a week, a month, maybe even for the rest of the school year, but corporal punishment cannot keep the behavior of a child/adolescent under control for the rest of his/her life. The memory of being hit is not so profound that it deters him/her from robbing a bank, or breaking into someone’s home when he/she is thirty years old and can take care of themselves.

“Corporal punishment has also been linked to criminal and antisocial behaviors, likely because corporal punishment does not facilitate children’s internalization of morals and values” (Barwick). If a victim of corporal punishment starts a family and their child misbehaves, physically hurting the child will probably be the first though to come to mind. Corporal punishment creates a cycle of violence and pain because of the lasting physical and mental scars it can leave. Thus, corporal punishment should be prohibited in all states of the United States of America. A deleterious classroom environment restricts a students academic success.

In the U. S. A. , twenty states have legalized the use of corporal punishment in public schools, even though there is no clear evidence that corporal punishment does indeed change the behavior of the inflicted for the better. What corporal punishment is linked to is reinforcement of aggression and violence in the behavior of the injured when he/she are older. Corporal punishment does control the behavior of a child/adolescent temporarily, it does not help in the long run, which is what school is about; school prepares the individuals of the future for the rest of their lives.