Why Do We Do School - Literature review Example

Running Head: WHY DO WE DO SCHOOL Inserts His/Her Inserts Grade Inserts Why Do We Do School The initial education of children is the building block of their foundation trainings and development. It helps them develop in personality, psychology and in every aspect of grooming. The basic education for the kids beginning initially from the kindergarten and proceed to schooling, high schooling and then advanced institutions. Throughout the academic career, the children learn the lesson through proper curriculum and sophisticated educational planning. This paper will elaborate upon the reasons that children do school for. School Just like other educational institutions, the school is such an institution which is specifically intended for the provision of education to the students under proper instructions and directions by the teachers, the system of school is the source of formal education in most of the countries. In such systems, there is a series of schools through which the students progress and proceed in order to complete their formal education and learning process. There are varying names for these academic institutions but mostly they are known as the primary school system for those children who are young and secondary school systems for teenagers who have already passed out their primary school systems. In United States, these schools are known by various names: preschool systems for toddlers, kindergarten for the kids, and then elementary, middle, high school which upgrades to the higher levels of academic with college, university and graduate schools. Reasons for doing School The gaining of knowledge and going to school is the fundamental essential and a right for the children belonging to the modern society and nuclear families these days. Unlike the perspectives of few traditional families, doing school is the most important task in children’s life. Several reasons which define the schooling process as vital are given below: Fulfillment of the basic demands The schools of modern times are the fulfilling aspects and mirror image of the sentimental values, kinship demands, and perception of the modern day nuclear family. The postmodern era of the current world requires the children to be competent to deal with the upcoming burdens and demands of the revolutionary times. Thus, they need to be capable enough to tackle all the issues and challenges of the future (David, 2005). Ethical and Moral learning At the foundation level, the schools are needed to develop children in ethical and moral aspects. This side of the children’s personality affects their image and reputation in the society and boosts their thinking capabilities. It enables them to become better citizens and good human beings in order to survive in the social structure. It teaches them to be considerate towards their peers, family and other members of the social groups. Not only this, but the moral and ethical teachings also makes one satisfied in their innate nature. Professional requirements As soon as the children proceed from the elementary and middle school to the higher levels such as college and university, they begin thinking about their professional growth and future standards. It is the time when they need to take big decision and great commitments in context of time, work, determination and money. Moreover, the professional standards require a professional degree as it fulfills the need of advanced learning which is important for entering into the practical field (Hawaii Community Foundation, 2011). Cultural Congruence The students require an education which is culturally congruent and relevant for them. For this purpose the schools are advised to design their curriculum according to the cultural relevance for the school and college goers. Here, the schools play a part to empower the students socially, intellectually, politically and emotionally by utilizing their cultural referents to impart skills, knowledge and attitudes (Tyrone, 2001). This would help the students to groom themselves into the cultural circle in accordance with the cultural demands and actions. Teachers as Role Models One of the major factors that influences the students and motivates them to study is the teachers’ personalities. Many studies have been conducted by various researchers on educational issues and it has been found that students do not show inspiration towards teachers who yell, shout and impose their orders. The children are normally bent towards the instructors who are lenient, caring and let the children do what they feel good at. Moreover, by being good in person, the teachers prove themselves as the role models for the children. They set themselves as an example of everything that they teach and provide a real life role model to the children under their learning. Allocation of social resources Schools are regarded as the main gatekeepers of the allocation of social resources (Christine, n.d.). They are the major institutions in the entire social structure which provide the country with the prospective personnel and qualified human resources which, in turn, become a source for turning the wheel of the economic functioning. For this purpose, the schools should be free of all ethnic biases and racial discriminations so as to produce students who are well aware of the consequences of such ethnic differences and racism. One of the basic purposes of the school also includes the creation of a world which is free of ethnic, social, and other differences which might divide the humanity into classes worthy of being discriminated. Social Life For many students, schools are also a source of making their social lives and enjoying with friends while indulging in other curricular and co-curricular activities. As they move from elementary to middle and form middle to higher level of education, the students becomes more involved socially and get chances to meet new people who come from diverse backgrounds and various places. Some of them might work while attending college or university, and others may be the people who have resumed schooling after retirement or come from foreign countries. Adding to this, the modern universities and colleges possess various student organizations, clubs, social awareness groups, sports teams and hobby groups. The students, by joining these groups, get a chance to enjoy time with people of similar interests, values and beliefs. Thus, high schools, colleges and universities can be places of fostering relationships, meeting people, and attracting the networking opportunities. Teacher-student bond The teacher-student relationship provides students with major learning examples and makes the education fruitful. This relationship depends upon elements such as respect, accountability, honesty, truth, mutual respect, and trust. The students learn to interact, communicate and respond in every manner formally as well as informally. They enjoy coming up to the standards and expectations required by the teachers and follow the tasks given by them. In order to build such a trustworthy relationship, the teachers establish a community-like and home-like atmosphere in the classroom through explicit strategies. The level of trust built between the teachers and students is of most significance when measuring the strength of this relationship. Many research studies discovered that the small children felt as closer to their teachers just as they were to mothers due to the fact that their teachers possesses similarities in behavior to their mothers. As an outcome, they were ready to share their secret information, attempt to ask for permission, and take advices form their teachers just as they would ask and share with parents. Family and Community In all the matter related to the school going children, the family and community plays a major role. It is the responsibility of parents to encourage their children to go to school and learn the basic meaning of lives. Parents need to guide their kids regarding the importance of education and learning hence, making the school an enjoyable activity instead of burden on their children. Parents are liable to build a strong of triangle of teacher-student-parent relationship in order to keep track of the sort of learning and progress which is kept by the children at school. They need to take care of the education and results which are been shown by the children at the basic level of schooling. Moreover, parents’ supports, encouragement, help, and resourcefulness for children at basic and elementary school level motivates and inspires them. The grooming and development of children also relies on the community the children are living in. A community comprises of the social life, and the sort of surroundings which are provided to the children during their transitional processes. A child’s social environment, friend’s circle, and peers in the surrounding judge the community he/she is spending time in. all such external influences help shape the personality of children along with the education provided to them at school. Thus, a good community and responsible parents would always bring up good children with sophisticated grooming and proper educational and personal development. Conclusion Schools are the basic needs of children in their biological and mental development as well as in transitional processes. They fulfill the learning requirement of the children and make them aware of the world, culture and relationships by providing them enhanced knowledge and wisdom. The children begin their academic lives form kindergarten, elementary schools, and go up to middle, high school, college and university levels in order to enrich themselves with the basic and advanced qualification. Schools serve the basic purpose of providing children with knowledge, fulfilling their professional requirements, teaching them through teacher student relationships and cultural congruence, and make them resourceful for the future society and economy. Moreover, the parents and community play a major part in the educational development and grooming of children in the form of moral support, encouragement, and appreciation. REFERENCES Christine E. Sleeter, n.d., How White Teachers Construct Race, Web, Retrieved on April 19, 2012 David Elkind, 2005, School and family in the postmodern world, Volume 77, Issue 1. Print. Hawaii Community Foundation, 2011, Graduate School Basics, Web, Retrieved on April 19, 2012 Tyrone C. Howard, 2001, Telling Their Side of the Story: African-American Students’ Perceptions of Culturally Relevant Teaching, The Urban Review, Vol. 33, No. 2 Read More