Teacher

Art education is more than learning how to make aesthetically pleasing things. It is also a wonderful means of expression for many people and is a reflection of the times. A teacher of fine art should act as a facilitator for the creative outputs of students. The teacher can educate the students on the basic principles and elements of art and the history of art, but it is up to the student to be able to identify their own point of view and implement and convey those views in their own artwork.

Art, in essence, can’t be taught; a person can learn principles, guidelines, and tricks, but only the individual can teach themself how to create art. Everyone can eventually learn how to draw or paint realistically, since realism in art follows set rules, and it is straightforward to copy from a photograph, image, or scene. However, students should learn how think dynamically and provide them with objective and constructive criticism. It is crucial for an art teacher to be objective assessmg and critiquing students’ artworks. Too many times in my own education I have had art instructors critique my work under the influence of their personal tastes and biases.

In high school, two different teachers had offered advice to complete an art piece using unnecessarily complex techniques they use with their personal art. While experimentation in art is vital in order to develop as an artist, offering a suggestion to improve a half-completed piece with a different, sometimes clashing technique is not going to benefit most students. It tends to confuse them since it would require a sudden change in work flow to learn a new technique and spend precious time trying to implement it into a piece they had already been working on. As an art teacher, I will offer suggestions within students’ potential as well as time and medium availability to improve their works so they do not feel burdened or overwhelmed. An art teacher needs to be able to dissociate from their own level of work in order to help those who need advice or are less experienced. The art teacher must be encouraging, not discouraging.

Motivating my decision to become an art teacher is my desire to encourage students. I want young people to have a positive outlook on art and their ability to create it. In the past, I have found some of my teachers’ methods discouraging. In middle school and high school I was more advanced in art technically and creatively than most of my peers, but I was still required to create the same unchallenging work as them. I found it mundane, and I sometimes disliked the class due to the constraints and simplicity of the assignments. I was relieved whenever I was allowed to interpret the assignment differently by putting my own spin and point of view into the project. When I teach, I want to offer plenty of creative freedom to my students because, as a practicing artist, I understand the frustrations that arise from too many restrictions. I want students to feel open to express themselves within their art, regardless of skill level, and not feel like they need to stay bound within a checklist.

Probably the most glaring problem facing art education is the under-valuing of the arts in schools, communities, and society. This attitude is shared and expressed by many young students. In my introductory art class in high school, about half of the students admitted they had chosen the class to fulfill their fine art credit requirement under the impression it would be an ‘easy A.’ This particular attitude exemplifies how the public does not perceive the fine arts seriously due to a social stigma that the arts are considered a luxury or a pastime or not necessary for school curriculum. This was true in the history of fine art, when only the wealthy or well­connected could become painters or sculptors, but since the last century the field has changed.

Artists from all social classes have risen into the limelight. The very definition of art has broadened beyond traditional painting, drawing, and sculpting to include any expressive visual and auditory medium, including street, folk, and digital art. A person no longer needs to be well­off, financially or connectedly, to be recognized as an artist. Although reforms like the No Child Left Behind Act recognize the arts as part of the core curriculum, many people don’t hold the same sentiment.

This is one reason why funding for the arts has usually been the first to be cut during budget crises. Several studies have shown that knowledge of the arts can increase students’ knowledge and tests scores. According to 2005 SAT score results, students who had taken less than half a year of art education scored an average of 485 on the verbal portion and 502 on mathematics. Students who had taken one year of an arts course scored an average of 501 on the verbal portion and 515 on mathematics, and those who had taken four years scored averages of 543 and 541. The arts are beneficial to increasing understanding and test scores of core academic subjects by strengthening students’ strategic thinking and attention to detail.

I want to expand students’ perspective on art as well as inspire them to express themselves. Art education can have a big impact on children during their middle and high school years. As a teacher, I want to educate students in art history, teach them the basics of art, and, most importantly, encourage students to express themselves in their art by showing their own point of view of themselves and the world. I want others to understand the complexity and the beauty behind creating art.

Administering Standardized Test

Teachers have always displayed a conduct of academic honesty. Could a behavior of academic dishonesty exist among our public professional educators? The expectations of public school teachers have always been to display acts of ethical behavior. For an act of unethical behavior to occur among teachers, this would indeed be a violation of all academic honesty policies. Unethical behavior is an action that one could never imagine taking place in a classroom by a public school teacher.

My teachers were always viewed as having a high respectable position on academic honesty. You could definitely position them into an elite group. Their professionalism was highly regarded as always being truthful.  My teachers were never questioned about academic honesty or any other incident that may have occurred in the classroom. It is so ironically today how all parties in the classroom seem to possess rights equally to the teachers.

My community always portrayed teachers’ personality and professionalism as being very loyal and faithful to their passion of teaching. They were always observed as being right and never wrong. Who would ever have imagined that the question would one day surface, “Does academic dishonesty occur among public school teachers administering standardized test?” It has surface everywhere, in other countries, in our own country, the United States of America, and even in my home state, the state of Mississippi, which is a very conservative state. There is tons of research regarding teacher cheating in public schools.

Literature Review

According to authors, Miller and Maynes (2015), teachers are breaking the academic honesty policy in their classrooms.  In my paper, the cheating violation will be referred to as “teacher cheating”.  They cite the causes of “teacher cheating” to “mandated test assessments”, “evaluations based on test scores”, “the compensation structure”, “test security placed” in wrong  hands, “peer pressure”, and “technology”. (Miller and Maynes, 2015, 7, 2-5) In conclusion, the authors stated that the “motivation to cheat on state assessments appears to be higher than ever.” They also share strategies to increase academic honesty in the classroom. (Miller and Maynes, 2015, 7)

A second source, Jacob and Levitt (2003), also agree that teachers violate the academic honesty policy, along with the support of school administrators.  They point out the causes of teacher cheating as “test-based accountability systems”, “interventions”, “performance to determine probation status”, and “teacher pay or rewards”. In their approach, they utilize economics to display the relationships with these causes of teacher cheating. (Jacob and Levitt, 2003, 844, 850 & 868). Jacob and Levitt conclude that the frustrating factors are likely to cause the unwanted behaviors of teachers to occur.

Authors, Nichols, S. and Berliner D.C. (2005), says that teachers violate the academic honesty policy as a result of “future employability of teachers and administrators”, “bonus pay”, student’s “promotion” status, school’s “achievement” progress, and “losses or gains in federal and state funding”. The authors view a “crisis” as a result of mandated benchmarks for passing on the standardized test.

The authors are very critical of standardized testing mandates stating that the teachers experience “heavy pressure” as a result. (Nichols and Berliner, 2005, iii, 1-7) In conclusion, this brings into consideration that testing can be very stressful to teachers whom may suffer a job loss as a result of standardized test results impacting their classrooms.

The fourth source, author Blazer C. (2014), regards that the academic honesty policy is not followed due to the “pressure to raise student’s test scores”, “teacher evaluations”, “merit pay”, and “school restructuring effects on test results.” (Blazer, 2014, 1-2)  The author concluded that academic honesty policies can be modified to provide enhancement to the school to bring a sense of non-pressure educational measurements.

Similar to the findings of other authors, Ferrar-Esteban, G. & Agnelli, F.G. (2013) say that motivational factors, “such as social capital based on particularistic”,  play a significant role as “deterrents” which contributes to “external control during tests or social capital based on universalistic values and incentives, such as student peer effects”. (Ferrar-Esteban and Agnelli, 2013, 4).  They concluded that these factors are very similar to the desires of teachers wanting success to bloom; therefore extreme measures are sought.

The research regarding teacher cheating is very extensive.  Educators will cheat to protect themselves. A sixth source, Vogell, H. (2011), states that “teachers cheating behavior occurred on all school levels” due to “unrealistic test-score goals, or ‘targets’, a culture of pressure”, “public praise”, “a culture of fear, intimidation, retaliation”, and “bonuses”. Teachers have encountered much pressure among state officials concerning honesty. Unlike earlier days, academic honesty must be enforced by state officials. Stricter rules and regulations should become a lead factor concerning teachers’ academic honesty. (Vogell, 2011, 1-4)

Although all the other authors’ findings to why teachers cheat are very related and focuses directly on teacher cheating , authors Turnbull, G.K. and Zahirovic-Herbert, V. (2013) aspects to educators motives is heavily enforced as a means of real estate property values, which drives the pressure of how schools districts are evaluated as well.  This pressure is geared toward the main factor to evaluate the student’s success, the standardized test.

They test is performed well in higher performing schools but very poorly in low-performing schools. “But economists argue that student test scores do not provide a proper measure of school quality; average tests scores also reflect changes due to student mobility and non-school factors that contribute to student achievement such as family and community characteristics.”  (Turnbull and Zahirovic-Herbert, 2013, 1-2). The reason for this difference is based on the economics systems utilized by the authors in rating school quality.

In comparison to the other authors finding regarding why teachers cheat, co-author and editor of Correcting Fallacies about Educational and Psychological Testing (American Psychological Association), Richard P. Phelps (2009), stated that “The most fundamental issues in these school scandals are neither cheating, nor pressure, or testing; they are power and control.  Standardized test scores will be trustworthy if responsible external authorities control their administration.  It is that simple.  Leave control of testing, or “audit testing” to school administrators themselves, and wide-scale institutionalized cheating on educational tests will be with us forever.” (Phelps, 2009, 1)

Conclusion

Although measures have been made concerning academic honesty, much more enforcement has to be done. Education is continuing to be measured on all school levels. These issues will continue to cause a gap in honesty among public school teachers. New protocols and procedures to the current testing system should be implemented and adopted. Academic honesty is a questionable behavior around the globe; however, changes can be made.

References

• Blazer, C. (2014). Information Capsule Research Services. Educator cheating on high-stakes test: State and School District Reactions, 1-2.
• Ferrar-Esteban, G. & Agnelli, F.G. (2013). Rationale and incentives for cheating in the standardised tests of the Italian assessment system, 4.
• Jacob, B. & Levitt, S. (2003). Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating. Quarterly Journal of Economics, 844, 850 & 868.
• Miller, J. & Maynes, D. (2015). Weathering the Perfect Test Security Storm in Educational Assessments: Caveon White Paper, Caveon Test Security, 1, 2-5, 7.
• Nichols, S. & Berliner, D.C. (2005). The Inevitable Corruption of Indicators and Educators through High-Stakes Testing. The Great Lakes Center for Education Research and Practice, iii, 1-7.
• Phelps, Richard P.  (2009). NonPartisan Education Review/Essays, Vol. 7, No. 5.  Excerpt from  Correcting Fallacies about Educational Psychological Testsing.  (American Psychological
• Association). 1-3.
• Turnbull, G.K. & Zahirovic-Herbert, V. (2013). How useful are Measures of Local School Quality? What Property Values are Telling Us, Real Estate Notes, No. 6, 1-2.
• Vogell, H. (2011). Investigation into APS cheating finds unethical behavior across every level. The Atlanta Journal Constitution, 1-4

The ethos, mission statement, aims and values of a school will highlight the areas they feel are important in school life and their goals for what they want the pupils and the school to achieve. I will take each one separately and explain what the term means whilst giving examples of how I see they are reflected in the everyday life of the school setting I am in.

The ethos of a school is reflected in how the pupils relate to each other and how the staff and pupils communicate together. In my setting I could clearly state that respectful, friendly and caring staff and pupils play an important part in the ethos of the school. The ethos could be a statement of what the school is all about. The ETI inspection of my setting quoted “The school has an inclusive and welcoming ethos, with all members of the school community playing an active and valued role in the life and work of the school.

This is evident in the very good behaviour of the children and the respectful, supportive relationships that exist at all levels.” From this I would gather the main points to be inclusiveness, welcoming, community feel, respectful relationships; exactly what I would say the school is all about. This is shown on a daily basis within the classroom and playground; the children have a respect for each other and the staff because respect is modelled, rules are generally abided by and as it is a community school there is certainly a community feel.

The setting’s mission statement includes “where every child is valued for their contribution to our school”. I love how they have not specified what contribution it is, simply that the child contributes in any way it can to the school. I also like how it states “our” school instead of “the” school and I definitely get a feel that the school is one big family working together for good of the children who attend it. A mission statement is really the overall intention that the school has and will normally be set by the Board of Governors and the principal.

It is a statement of what the school’s mission is as an organisation and is something that the BoG and principal will always strive to meet. An example of the mission statement being brought into practice is the awards which are given out on a monthly basis. Many schools will focus on academic achievement alone which leaves those who less academic feeling discouraged. This school awards children for many different reasons, academic achievement is only one; recently a girl from the p4 class received an award because she was a great help to one of the younger children in the playground when an incident occurred. She showed a caring and thoughtful manner and was rewarded for it.

The aims of a school are the goals which they hope to achieve, these can be set by the principal with input from staff members and possibly representatives from the community and the children can have an input as well. My setting’s aims are for “every child to reach their full potential within a caring and stimulating learning environment.” The teachers in the setting are very much engaged with the children and their preferred method of learning.

Certainly, in the foundation stage, the children’s thoughts were a big part of the planning process for the lessons. Their needs and indeed wants within reason, were taken into consideration when planning play areas. This is showing that the principal and the teachers are trying to help the children reach their full potential by listening to their views. There are of course different strategies in place for the students; not every child will reach the same level of learning due to various factors, so the school will work with the parents and the children to encourage learning regardless of ability but at the same time consider that one child’s full potential may be completely different to another.

The values of a school will be set out in different ways and it is a way for a school to show what their enduring beliefs or ideals are. It will highlight what the school views as desirable and what is undesirable. Values will be closely linked to the school rules and they will pinpoint the school’s moral code. The setting I am in has very close links to the local churches. They use the hall facilities for sports day, nativity plays and weekly for P.E. lessons.

The assemblies which are held weekly will usually be taken by members of the local churches (3.2) and since this link is very strong the school is keen to keep those relationships and teach the children morals through biblical stories. It is safe to say that the children enjoy learning through assembly as well; recently we had a full morning on the subject of safeguarding where lots of the children got involved in open discussions about what is right and wrong in regards to their own safety within school and at home.

Academic dishonesty has become a serious problem in university. Basically, there are three types of academic dishonesty which is cheating, plagiarism and collusion (Moon, 2006). Cheating in the academic can be defined as steal of ideas or copy righted materials (Mares, 2005; Dobrovska and Prokorny, 2007). While plagiarism means that “passing off someone else’s work whether intentionally or unintentionally for their own benefit” (Carroll, 2002). The students are using or copying information from different source of information without acknowledgement of original author such as website, article, book or electronic materials.

This phenomenon is wide-spread among university students. Thus, a lot of studies have been conducted to determine the factors that contribute to cheating and plagiarism. The factors can be divided into three categories which is Demographic Factors, Societal and technological Factors and Situational Factors (Harding et al., 2001). For demographic factors, this includes age, gender, church attendance, participation in extra-curricular activities and student’s educational level.

In addition, Societal and technological factors consisting of lack of punishment, peer culture, lack of pressure to succeed and lack of awareness (Ma et al., 2007). Apart from that, the reasons also include importance of good grades, external work commitments and high family expectations. Furthermore, heavy course loads, fear of future damage and limited time students have to complete assignments are the examples of situational factors (Sheard et al., 2002; Razera et al., 2010).

Although cheating and plagiarism are considered as ethical issue, but students still lack of awareness about consequences from both action. Thus, parents, school, faculty members and students should strive to combat academic dishonesty because it is very important for preparing students a successful professional future. Departments can reduce cheating action by increasing the numbers of test proctors, use non-multiple choice exams and use different versions of the exams (Kerkvliet and Sigmund, 1999). In addition, high-tech defenses which includes filtering, blocking and rating system can be used to overcome plagiarizing from Internet (Lathrop and Foss, 2000).

The students must use website of turn-it-in.com and submitting the assignment with the result can help to prevent incidents of plagiarism (Berry et al., 2006). Furthermore, teachers should be alert and reporting incidents of plagiarism. Teachers also can involve students in interesting assignments that are more engaging and relevant to the students themselves (Renard, 2000; Ma et al.,2008). Teachers can create classroom assignment that are evaluated immediately (Berry et al.,2006).

The students must understand how to document resources properly such as how to cite references properly and how to use bibligraphies (Renard, 2000). Lastly, academic institutions play important role by having signed codes of ethics by new students (Berry et al., 2006). Students should be taught to differentiate ethical and non-ethical behaviors in the course.

Disrespect is defined as not being courteous or even insulting another person or object because of their appearance, beliefs and even rules. Respect is taught from parents, acquaintances and its common courtesy to be respectful, but being disrespectful is laziness and a sign of rudeness. Being disrespectful is very common, Kids, and even adults don’t show respect for their peers, and or even the environment around them.

Certain things or places require a higher level or respectful such as school and the military, with the military you call the officers, sir or ma’am its a sign of respect for the rank, If you don’t call them sir or ma’am bad things can happen such as extra PT, extra duty, and many other types of punishments can come from not showing respect to officers, Non commissioned officers and your peers. and it’s a sign of disrespect. At school if a student is being disrespectful to the teacher it halts the learning for the class and nothing gets accomplished and it ruins the learning experience for others around you.

The last thing a teacher wants is to be disrespected by a student when the teacher is taking time out their day to help the student learn, understand, and get ready for a career. Disrespect is a thing you don’t want to show to others, in other countries a sign of disrespect could be not eating the food they prepared for you, not calling a leader by there name, or not following the customs of their village, or town. While at a job showing respect can help you get on the good side of your boss, it can also help you get more hours or more days off if you need it, it may be even able to get you a raise or promotion.

But showing disrespect towards your coworkers or boss can make your job more difficult, you can get extra work, or maybe not get that day off you need, being disrespectful towards your boss could also get you fired or a decrease in pay and job title. Being respectful is what you should show other people and they will they show you respect back. Respect is often not used by students anymore since they are not getting taught how to use it properly these days.Now these days the students and some adults think it’s okay to be disrespectful and some think its cute but honestly it’s rude and not common courtesy, but in the kids mind they think it’s alright to do the things they are doing at home, they think it’s okay to bring it to school or a job and act the same.

A personal story of disrespect for me is when I was at Basic Training in Fort Benning a kid called Private Edwards was what we called a shitbag or blue falcon, he was always late to formations, sleeping in, uniform not worn properly and wouldn’t listen to any commands given from our Platoon Guide named Private Dellicker. One day our Platoon Guide Dellicker was talking to the Drill Sergeants about training for the day and what they wanted us to do after chow, before Dellicker was done talking it was time for chow, and Private Edwards got in the front of the formation and tried to lead us, But Senior Drill Sergeant North walked up to him and said “Private are you on F****** crack? Thinking your going to lead my formation.”

Private Edwards got mad and started to talk bad about the Drill Sergeant and Senior Drill Sergeant North Heard and said “Edwards are you talking shit? Well get down private and start pushing until I get tired.” That story from basic Training is important because it shows how one person can so disrespectful to another, when all that person is doing is trying to teach you how to be disciplined and respectful.

While at Basic Training you need to be respectful to the other soldiers around you, including Drill Sergeants, the Privates and Officers. These Soldiers around you trying to help you become a better person, straighten your life and instill discipline into you, and the Privates around you are the people that are going to be your friends and help you get through the tough times because we all suffer as a team and if you make friends, it makes your time at Basic much easier and a better experience because you have battle buddies with you every step of the way and those friendships last a lifetime.

Also when you have any problems at school you may think it is the worst thing ever but you also have to think that you will have to be prepared for the real life, life in the military or life in law enforcement or any job you will be doing, The act of being disciplined in school helps you because you are not going to get away with everything like you do in at home . A punishment for being disrespectful is having a detention or In school detention.

These acts of punishment help you understand not to be disrespectful because there are consequences for your actions. Being Disrespectful to people or objects in life will not get you anywhere it will just make your life harder as time goes on, because one day you’ll need help with something in your life and no one will be there to help you because you disrespected that person.

Another story of being disrespectful is when i was a kid I got an attitude and was being mean to my parents and that was an act of disrespect towards them, my act of disrespect had a consequence of being grounded and other such things. Being disrespectful is something that is normal now a days, But being respectful need to be taught again in schools and especially at home by your parents. Disrespect is an important thing in our lives and we need to be taught to respect everyone and everything. We need to get rid of any form of disrespect and attitude in our daily life and start to learn respect.

Reading is they way people learn, educate and understand themselves. Reading is also a thinking process, which allows the reader to use his knowledge. The principal purpose of reading is to understand the text and using textual indication to find the meaning of new words. Each of us had experience as readers either in school, before school or after school. Below are some memories and experience I had as a reader.

To begin, I do have childhood memories of being read when I was younger. My mum use to read me some stories and sometimes books one chapter a week. Even my brother used to read books when my mother was occupied or when she travelled. I don’t really remember those books and stories, but there is one book I remember, and that book is “The Night before Christmas.” I always remember this story at every eve of Christmas.

She also used to read the Bible to me and my siblings. Secondly, another memory is when my parents use to stick Alphabets, fruit and vegetables charts on wall of the corridor and asked us to pronounce each alphabet. They sometimes organize competition for the person who will spell they letter of the alphabet off head and identify the fruits or vegetables they would ask. So, this competition forced us to learn how to read and pronounce letters, because a reward was given at the end to the winner and those who participate.

Again, I also remember my passion for sport especially Soccer and Basketball. I love to be in the sitting home with my father and brother washing football and trying to retain the names of players. I had good feelings about reading, because it exercises my brain, improves my concentration and knowledge. As an effect, it somehow improves my vocabulary and my imagination. It also influenced my language skills since my parents set a few times for us to study.

Furthermore, at my teenage age, I do remember some reading memories and experience either in school or in the house. I remember when my teacher teaches us how to read. She would make groups in our class and each group had his day to read the novel and explain. Each member of the group had a phrase which he would read aloud and explain what he read. She also asked us to read the book in our own, but in class everybody practice.

Again, I remember when my history teacher asked us to have a vocabulary book where we would explain all the vocabulary words in our note books. He usually gives us quizzes on those vocabulary words and their meaning. To continue, when I was a teenage, I started reading to learn and this process was not easy at the beginning but with the help of my elder brother and my teachers, it became easier and easier. My teachers always told me to read what we did during the day after the class at home and read it they day before the class. I still use this method till today. I always read my notes when I was a teenager.

I hardly read novels and books, because I was not too interested by it. Sometimes, I could read a story book. I used to watch series (American and Mexican series), and sport. As my feeling, reading in times of school was interesting and wonderful, since I knew words as I grew up. I feel as if I belong to school and that encourage me to be engage in academic and non-academic activities. As an effect it helped me to build my own vocabulary and improve my understanding when I listen lessons or lectures from the teacher. It also encourages me to be interested in books which is vital for a student.

Moreover, adult reading is very interesting because it makes you smart and increases your brain power. I used to read news-papers and magazines. But I prefer magazines (Magazines of shoes, cloths, and cars) because I love to see it. As a bilingual student, it is easy for me to read because, I can interpret what I read in other languages. Sometimes, it is difficult especially, when I come across a word I have never seen, and I don’t know the meaning.

At this moment, I’m obliged to use the dictionary and it help me to improve. I love reading stories to children and teach them how to read by pronouncing words, letters. I used to read scary and interesting stories to my nephews and niece. The scary stories were for the big people. I can fall asleep when I read if I’m tired, but frequently I don’t fall asleep when I read because I planned my self before reading, either a novel or my note book.

I also love washing movies and shows. I love washing renovations houses shows and mobile auto shows. I get tired or bored of reading when it is too long. My feelings about reading is so great because, reading entertain, informed and educates us. I always feel happy when I’m reading interesting and helpful stories. Reading also help me to get information and be informed. As an effect, it raises my awareness of the importance of my programs and majors. It has made me to critically analyzed and find solutions of problems in my life. Also increase my level of creativity

Reading is important for human being, because it increase its level of thinking and analyzed words. Reading is also important because if I didn’t love reading, I don’t think I would have known what I know today. It has been proven that reading reduces stress especially when you read before sleeping. It also
increases our imagination.

What type of college is better, a Community College or a University? Both are a great experience, but a community college is a lot more beneficial. There are multiple reasons why a community college is better, such as a cheaper cost. In this economy cheaper sounds much nicer than an expensive university. Also, a smaller class, which means more hands-on experience with your teacher. And the hours are more flexible, adjusting to your lifestyle. The examples of why a community college is better than a university are numerous, so let’s go a little deeper into the details and see if you’ll agree with me afterwards.

For starters, in our current economy cheaper sounds very alluring and tempting. Although you can’t put a price on your education, it’s nice to know that you’re getting your money’s worth. Being said; the average tuition for a university is 4,694 dollars. And the whole sum for the full four years is roughly about 35,000 dollars. The community college is lower and tuition lesser than half reaching only about 2,076 dollars. Meaning you can take classes and earn credits toward a two year or four-year degree program at a lower cost.

With a university the price expectations can be difficult to reach. You never know if you get into your major and want to switch it up; in that case it would’ve just been a waste of time and money. Also, if you like more hands-on opportunities with your professor community college is perfect for you.

The standard number of students in a community college class is around fifteen to twenty students. In a smaller class, professors have the opportunity to learn more about their students and become more entwine in your work personally. You will also have a much easier time getting to know your classmates, compared to a university where’s there’s about forty to fifty in a class. In which classes would be more lectured instead of having that one on one time. That could result in you not fully understanding the work or your teacher’s method.

This is good for students who like access to their instructors so they can ask questions and avoids getting lost in the course material or in the shuffle of others. Therefore, it shows that size really does matter when it comes to your education and reducing class size is an important step in promoting effective learning. Another asset to being in a community college is being able to adjust your school schedule to your lifestyle. For instant, many students don’t realize that if they plan on working while attending school, community college is hands down the best.

For example, having a job while going to school can become very difficult. A job schedule is very unpredictable, and so are the people you work with. And whoever you work with may need you to come in early or work late, so having a morning or night class may help you out. A crucial scenario that a lot of school students have nowadays are children. Sometimes you’re put in a situation where you may have to be with your child or have to pick them up from school. That may cause you to miss a day of class, or in worse cases days of school.

A community college offers far more night classes than a university college, which means there can be more personal adjustments to your schedule. Versus a university, where it may be more backbreaking to deal with the schedule, they apply to you. University students are expected to do university as if it’s a full-time job, and then some. As such, the universities will not flinch to schedule a crucial class at eight or nine in the morning, five days a week. In doing, it would become extremely difficult to work a nine to five.

Community colleges sound more stable and appealing to the upcoming college student. The pricing is more affordable year-round, so you still have cash for the necessary necessities. If you’re looking for more hands-on experience then it’s also right for you, versus the fifty students that’ll be in your university class. Lastly it would be lighter easier on your schedule, especially if you are trying to keep a nine to five job, or juggle kids. To wrap it all up, the university life isn’t as glamorous as it may appear. It may look appealing on TV, but the price will make you reconsider.