Teaching in the 21st Century is Challenging and Demanding - Essay Example

Running Head: Teaching in the 21st century is challenging and demanding Student’s Name: Instructor: Course Code and Name: Institution: Date the Assignment is due: Teaching in the 21st century is challenging and demanding Teachers have a royal responsibility of providing not also education but also moral support, counseling and other needs that students have in the institutions of learning. In a world where educational success for children is ever relevant (Arthur, Gordon & Butterfield, 2003), where there is an absolute need for people to involve creative thinking and learn, a teacher’s role is extremely crucial and remains as necessary in the 21st century (Conway, 2004). However, teachers are facing challenges in this century following some of the changes within and outside the system. The pressure is mounting in facilitating their roles with demands on the increase that compromise their role (Dempsey, 2006). The biggest challenge facing teachers in their role is irresponsibility on the side of parents (Arthur, Gordon & Butterfield, 2003). In the past, over the years in the ancient times, parents have been singularly responsible in handling children and they have had time together with children therefore, facilitating their parenting role efficiently (Smith, 2002). However, times have changed and the 21st century has brought in circumstances forcing parents more into a career than parenthood (Dempsey, 2006). In the event of trying to make ends meet, teachers are facing difficulties especially economically, thus spending more time in career jobs to earn a living (Arthur, Gordon & Butterfield, 2003). The role of parenthood is slowly diminishing among parents and children are straying in behaviors because of inadequate moral support (Conway, 2004). Parental Responsibility according to the Children Act 1989 refers to all the duties, rights, powers and responsibility that a parent has in relation to his or her child. The rights include choice of religion, education, administration of a child’s property as well as the choice of residence (Arthur-Kelly, 2005). It is however, crucial to note that, all these provisions of the rights according to Children Act 1989 have to be subject to child’s best interests (Arthur, Gordon & Butterfield, 2003). This is what parents are failing in this new century and compromising the children’s ability to learn in schools (Dempsey, 2006). Teachers are faced with a responsibility that parents fail to do in their homes. The children coming from such families lack motivation, innovation and engage in deviant acts because their upbringing is not upright (Arthur-Kelly, 2005). As a result, teachers have a hard time in guiding these children to upright standards of behavior and facilitate an effective learning process for them (Smith, 2002). Children from families as such where parents do not have time to socialize with them feel unappreciated, and they lack the meaning of education and life. The latest UNICEF reports indicate that, dropouts in schools because of unstable families, accounts for 15 % of the total in developing countries (Smith, 2004). The challenge for the teachers remains because they have to deal with unstable students in classes who make it hard for them in facilitating their learning process and improving their grades (Arthur-Kelly, 2005). It is also a challenge because they have an added role of appreciating the children and showing love that parents fail to provide because of their busy career lives. Another big challenge for teachers in this century is the societal problems. This problem emanates from the nuclear families but extends to the general society (Smith, 2004). Most of the teachers in developing and underdeveloped countries still face challenges of unequal and segregated schools (Arthur-Kelly, 2005). There are countries that still hold on to their traditions and religious stipulations thereby challenging facilitation of education by the teachers. These socio-economic factors influence a student’s achievement even with proper education facilitated in classrooms. Teachers have done their best in facilitating learning even to a point of going an extra mile but the quality of education is still low in underdeveloped countries in the 21st century (Dempsey, 2006). Even if teaching makes a tremendous difference in student learning, reports from the third International Math and Science Study indicate that the society has challenged student learning and forced teachers to change their role to appreciate proper learning through dealing with the societal problems (Arthur-Kelly, 2005). One scientist, Margaret, a social psychiatrist in an American hospital said recently that today's teachers, face bigger and challenging tasks much more complex (Smith, 2004) than churches, families or even neighborhoods. They have had to deal with all odds of irresponsible society in their teaching role challenging the development of suitable grades in schools. The change in behavior on students is also another enormous challenge that faces the sector of education globally. The 21st century has come in handy with principal influences that are forcing students to change behaviors. The behaviors they adopt do not conform to expectations by the teachers in classrooms (Dempsey, 2006). The behaviors are complete odds and challenges to proper learning processes in schools and poses as a big challenge to the teaching profession. Students have developed deviant behaviors and respect for teachers is draining away as time passes. In the 2009 researches on school performance in United States, there was an indication that there is a looming pervasive student misbehavior showing in classes. Gum chewing was reported as the most common behavior with students currently (Dempsey, 2006). The behavior has developed currently, and it is challenging to develop to more complex deviant behaviors that do not conform to efficient learning. Other changes in behavior, in students include disrespect, ignorance and abuse. These changes have developed invalid character in students making it a hard experience for teaching to facilitate learning within institutions (Conway, 2004). New morbidities following a drop in moral values in the 21st century is another critical challenge. Teachers have to deal with threats to children lives. Some of these issues include drug and alcohol abuse, HIV infection, violence in the society, unsafe sex and teen pregnancy. UNICEF reports for 2009 indicated a dropout in schools and a drop in the student’s grades as been caused by these factors (Smith, 2004). Teen pregnancies accounted for 20%, abuse of drugs and alcohol accounted for 25% while violence accounted for 10% with the rest being other factors in terms of the individual student. With such a report, it is emerging that the role of the teacher is receiving challenges by the day and making it in improving the learning process for the children turns out to be an enormous task to handle (Dempsey, 2006). The global environment has brought in influences, in every country. Though it has minimal rates in challenging teaching in the 21st century, the insignificant challenge counts because it will soon increase and pose as a threat to teach (Smith, 2004). From the recent global warming reports, Washington and other parts of Asia experienced a closure of schools following excessive snow, which barricaded roads and challenged transportation. It is logical that teachers have been challenged because of a halt in the learning process and an effect will be felt later on in the performances, in various schools in the next report (Smith, 2004). It is from the global environment that many diseases are encroaching and affecting both teachers and students. Air pollution has been affecting the global population of which the two parties are subject to therefore, posing as a challenge to teaching. The diseases are causing extended rest in homes and hospitals for teachers and children in return dragging the learning and teaching process within schools (Dempsey, 2006). Because of the global environment challenges, most of the underdeveloped countries have had a hard time in the provision of basic needs to the entire board of teachers as well as the students who are part of the global population (Arthur-Kelly, 2005). Without these needs, the learning process is challenged making it hard to achieve the goal of continued learning. A clear example is the recent Haiti earthquake and storm. Many facilities were not functioning after the earthquake because most of the structures were brought down schools being among them. In this sense, it is a challenge in the teaching profession following these global environmental disasters (Smith, 2004). Technology has been rampant in the 21st century and spreading to every part of the globe. The technology has had an impact on every sector including education. The innovation has had a positive effect in teaching through facilitating easy dissemination of information, ease of work for students in learning and many other inputs in teaching for this new century (Smith, 2004). However, not everything is brilliant in technology regarding the influence it has on teaching. Technology poses as a great challenge in teaching in the 21st century both on the side of teachers and on the side of the students (Dempsey, 2006). The introduction of the internet has spoilt the children and contributed negatively to their morals. It is understood from the UNICEF reports that technology fosters an element of moral deprivation in children an issue that should be handled appropriately. Pornographic materials, violent acts and other negative attributes are emanating from the internet and affecting the children. They degrade the morals therefore, posing as a challenge to classrooms when dealing with teachers (Dempsey, 2006). The negative information has changed the perception of the children turning them as more violent, unappreciative, deviants all these being a considerable challenge in their learning. Teachers are facing deviant students who care less of their lives in education, because of the changed perception from internet influences (Smith, 2002). The 21st century has increased awareness in education for physically disadvantaged children. In the past decade, less information was in the limelight regarding this issue and remarkably few challenges were on teaching emanating from this issue (Arthur, Gordon & Butterfield, 2003). The new century has many of these challenges including strange diseases (Autism, HIV, Cancer, sensory impairment and other contagious diseases). The diseases are a tremendous challenge in facilitating education in schools. A report on autistic disorder from the elementary school of medicine in America indicated that there is an alarming rate of increase in children with autistic problems (Smith, 2004). Teachers are therefore, having problems in dealing with these autistic tendencies and facilitating effective learning to the same autistic children (Arthur-Kelly, 2005). It is a difficult task to facilitate learning to children with autistic disorders without proper training, and this is what is facing the teachers in this new century. Among other challenges, regarding diseases is the increase of the HIV infections and disability issues because of irresponsible sexual life, improper diets from foods, and other complications in the lifestyle in this new century (Arthur, Gordon & Butterfield, 2003). The alarming rates are posing as a challenge in teaching because teachers have to deal with exceptional cases in schools diverting their attention from the teaching profession (Dempsey, 2006). They are facing a challenge of dealing with children’s complications that emanate from 21st century lifestyles without a clear approach of how to go about addressing the issues. They now have to comply with a new curriculum that directs ways of teaching the gifted child and physically challenged children and adapting to the situation, in the status in the teaching profession (Smith, 2004). Conclusion In the 21st century, there is evidence that teaching is changing and many challenges are facing the profession including parent ignorance, technology, global environment, new morbidities, and change in behavior (Arthur-Kelly, 2005). These challenges continue to exacerbate, and it the coming years, things will worsen in the teaching profession unless drastic measures are in place within the shortest time possible. Many interventions have been done in the teaching profession. Concentration has shifted from facilitating learning in classrooms (Smith, 2004). For instance, at Boston's Thomas Gardner Elementary School, BC faculty is lately collaborating with the school in an attempt to provide adult education, mental health counseling, health care, and after-school summer programs for the children (Arthur, Gordon & Butterfield, 2003). This is in an approach in the provision of education, nursing, arts and sciences, social work, management, and law, which are elements required in the 21st century. It would be ideal for the teaching profession globally to change its approach and consider revising the archaic teaching system in classrooms to stay ahead of the changes and facilitate learning with minimal challenges in the 21st century (Dempsey, 2006). References Arthur, M., Gordon, C., & Butterfield, N. (2003). Classroom management: Creating positive learning environments. Melbourne: Thomson Learning. Arthur-Kelly, M. (2005). Socio-communicative perspectives on research and evidenced-based practice in the education of students with profound and multiple disabilities. Journal of Developmental and Physical Disabilities. (USA). Conway, R. (2004). Practical difficulties in observing the diverse Australian classroom. Special Education Perspectives, 13, 2, 31-37. (AUST) Dempsey, I. (2006). Maximizing learning outcomes in diverse classrooms. Melbourne: Thomson Learning. Smith, S. (2004). Teachers' perceptions of instructional differentiation in literacy in primary classrooms. Presented and published in proceedings at the Annual Conference of the Australian Association for Research in Education, Melbourne. Smith, G. (2002). A NSW example of professional development in the design of effective behavior support plans. Special Education Perspectives, 11, 1, 51-58. (AUST). Read More

Another big challenge for teachers in this century is the societal problems. This problem emanates from the nuclear families but extends to the general society (Smith, 2004). Most of the teachers in developing and underdeveloped countries still face challenges of unequal and segregated schools (Arthur-Kelly, 2005). There are countries that still hold on to their traditions and religious stipulations thereby challenging facilitation of education by the teachers. These socio-economic factors influence a student’s achievement even with proper education facilitated in classrooms.

Teachers have done their best in facilitating learning even to a point of going an extra mile but the quality of education is still low in underdeveloped countries in the 21st century (Dempsey, 2006). Even if teaching makes a tremendous difference in student learning, reports from the third International Math and Science Study indicate that the society has challenged student learning and forced teachers to change their role to appreciate proper learning through dealing with the societal problems (Arthur-Kelly, 2005).

One scientist, Margaret, a social psychiatrist in an American hospital said recently that today's teachers, face bigger and challenging tasks much more complex (Smith, 2004) than churches, families or even neighborhoods. They have had to deal with all odds of irresponsible society in their teaching role challenging the development of suitable grades in schools. The change in behavior on students is also another enormous challenge that faces the sector of education globally. The 21st century has come in handy with principal influences that are forcing students to change behaviors.

The behaviors they adopt do not conform to expectations by the teachers in classrooms (Dempsey, 2006). The behaviors are complete odds and challenges to proper learning processes in schools and poses as a big challenge to the teaching profession. Students have developed deviant behaviors and respect for teachers is draining away as time passes. In the 2009 researches on school performance in United States, there was an indication that there is a looming pervasive student misbehavior showing in classes.

Gum chewing was reported as the most common behavior with students currently (Dempsey, 2006). The behavior has developed currently, and it is challenging to develop to more complex deviant behaviors that do not conform to efficient learning. Other changes in behavior, in students include disrespect, ignorance and abuse. These changes have developed invalid character in students making it a hard experience for teaching to facilitate learning within institutions (Conway, 2004). New morbidities following a drop in moral values in the 21st century is another critical challenge.

Teachers have to deal with threats to children lives. Some of these issues include drug and alcohol abuse, HIV infection, violence in the society, unsafe sex and teen pregnancy. UNICEF reports for 2009 indicated a dropout in schools and a drop in the student’s grades as been caused by these factors (Smith, 2004). Teen pregnancies accounted for 20%, abuse of drugs and alcohol accounted for 25% while violence accounted for 10% with the rest being other factors in terms of the individual student.

With such a report, it is emerging that the role of the teacher is receiving challenges by the day and making it in improving the learning process for the children turns out to be an enormous task to handle (Dempsey, 2006). The global environment has brought in influences, in every country. Though it has minimal rates in challenging teaching in the 21st century, the insignificant challenge counts because it will soon increase and pose as a threat to teach (Smith, 2004). From the recent global warming reports, Washington and other parts of Asia experienced a closure of schools following excessive snow, which barricaded roads and challenged transportation.

It is logical that teachers have been challenged because of a halt in the learning process and an effect will be felt later on in the performances, in various schools in the next report (Smith, 2004).

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