Policies that the K – 12th Grade Educational System
can make in order to prepare students to become reputable citizens
and the
Proposed Policies for Enrichment/Co-op Classes
1. Parents are the first teachers.
Whereas now schools seem to “take over” the teaching of the children, instead, there is a co-operation between the teachers and parents where the parents are respected as the first teacher.
· Parents are in charge of the education of their children. Teachers assist them.
· Parents are required to offer four hours a week for the school. If the parents work and are unable to get time off, they can be substituted with a grandparent, relative, or hired assistant. Some parents can facilitate online teaching or tutoring.
· Each family is required to participate in at least one project a year that benefits the school
· Parents are required to meet in the evening for one hour a month, per age group, to discuss school situations, receive training, and make decisions regarding the school together with the teachers and other parents. (Age groups are K-2, 3-5, 6-8, 9-12.)
Ø These policies create a family school environment of heart and assist the schools to offer personalized education for their students.
2. Students learn in a variety of ways with a variety of age groups.
Whereas now schools usually separate students according to age, instead, the barriers between age groups should break down. Elder students are encouraged to assist younger students as well as peers encouraged to collaborate.
· Students should not be required to “be at a certain level” within a class. Online learning facilitates the avenues that students can advance at their own pace with mastery learning.
· While students are learning online, they should have a teacher/parent/assistant available that can assist them when needed.
· Online learning is only part of the daily routine. In fact, the online learning can be done at home as well as during school hours. Teachers can give lessons to groups or guide the students one-on-one to supplement the online learning.
· Students should have a variety of options to learn skills and encourage creativity. Based on the available talents and interests of the school’s parents, teachers, students, and community, part of each day should be available for free exploration and study based on individual strengths and pursuits. Classes, projects, and events can be offered to any student capable of that activity regardless of physical age.
· Students should be given more and more responsibility for their learning as they grow in maturity. Individual motivation should be cultivated although it is backed by guidance and support from the parents and teachers.
· Online collaboration can offer opportunities for students to work with people in other countries and cultures or on nationwide projects etc.
· Online resources can provide great teaching to anyone, some at no charge, so that students can learn the core subjects as well as specialty courses.
Ø These policies support the students’ freedom to learn and allow them to take responsibility and to develop their own motivation.
3. Assessments can be reached through a variety of ways.
Whereas now schools often focus on standardized testing and colleges view the ACT/SAT tests as a gauge of intelligence, instead, a personalized approach should be attained.
· Administrators, teachers, and parents should acquire sensitivity toward each student’s learning patterns and unique intelligences.
· Assessments can be done by the student themselves, by testing, by results of a project, by a teacher or parents’ review, by computer, by peers, or a variety of other ways.
· Grades should reflect a variety of assessments.
Ø These policies encourage the uniqueness of each student and provide support for a variety of learning styles and cultures.
4. Students should see mistakes as a chance to learn more.
Whereas now schools often “test” the students’ knowledge and the results of that test remain with the student, instead, students should be given the opportunity to use their lack of knowledge to challenge more.
· In real life, when a mistake is made, the successful businessman, parent, or participant learns from it and then progresses toward doing it better. Therefore, a mistake is not the end -- it spurs on new insight and knowledge.
· There is a place for student test scores especially through online learning. However, when students do not do well on tests, it should be an indication to look further into the limitations of their understanding in order to find other ways to gain the necessary knowledge.
Ø These policies prepare students for a lifetime of development and cultivation of ideas, actions, and skills.
5. Discipline is more than book learning, sitting in a class every day at the same time, or doing what you are told to do.
Whereas now schools often deal with disciplining students through correcting bad behavior or expecting students to have self-discipline in their studies, instead, discipline should be taught while the students pursue their passions.
· A variety of disciplined experiences based on age appropriateness should be encouraged by the students where they learn to find internal strength to go beyond difficulties. These include such activities as long term projects with physical outcomes, development of a talent, inquiry based problem solving etc.
· Each year, students should be given the opportunity to see how daily habits change and develop internal and external results over time. This can include a year-long service project, preparation for a talent contest, challenge toward additional knowledge on a particular subject, etc.
· Time and necessary resources should be granted for students to pursue personal ambitions. They should be supported, guided, and encouraged so each student carries out some unique, creative, and constructive goal. Parents, teachers, and elders can demonstrate and discuss examples of going beyond a personal comfort level to achieve success.
· Every person has some aspect of interest that they have a special talent for. Students should experience “being in the zone” at times even though they need to strive through certain habits necessary to facilitate that “zone.” In other words, there are both general and specific skills necessary to develop in order for a person to be able to pursue his or her particular passion.
Ø These policies can assist students toward the discovery of their unique qualities, gifts, passions, contributions, and fulfillments in life.
6. A variety of living skills should be required.
Whereas schools now generally focus on preparing students for college or careers, instead, schools should address the daily living skills for a healthy and happy life.
· Students should spend time learning practical skills such as:
Money, time, and project management
Health Daily Habits
Stress Regulation
Cooking and Housekeeping Skills
Parenting Skills
Relationship Skills
Computer Skills
Character Education
Conflict Resolution Skills
Customer Service Skills
Automotive Maintenance
Household and Landscaping Maintenance
Ø This policy can benefit students and their families in practical ways long after the formal school years are completed.
7. Schools should have a healthy giving and receiving relationship with the community.
Whereas now schools seem to “separate” the students from the community and close completely after school hours, instead, students and the community should have a win-win affiliation.
· Students can do a variety of service projects to benefit the community. This improves the community but more than that, it gives students a chance to think about others and have the fulfillment of offering their charitable acts.
· The community can offer situations that students can work in the field either as a volunteer or for a paid employee. This gives students the opportunity to experience the reality of a field. It may help the business in a unique way.
· Both service learning and work experience provide the opportunity for experiential learning. Educator David Kolb states that constructive experiential learning requires four basic steps: the experience itself; reflection on the experience; synthesis and abstract conceptualization; and testing the learned concepts in other situations. (David Kolb. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall, 1984.)
· Public school property can be available to the community for sports, festivals, evening classes, computer labs, and meetings etc. so the property is used the full day. Students won’t necessarily need to be confined to an 8am – 3pm school day.
· The resources of the community can be made available to students during the day for such activities as physical fitness, outside projects, presentations in the Movie Theater, etc.
Ø The separation between school and “real life” can be lessened through these policies.
