Thinking and Independent Person Is Our Future

Things are changing rapidly in our world today, and we expect that over the years to come, there will be new approaches to doing things which will be influenced by cutting-edge technologies, and to some extent, regulation.

More people are going to schools and getting an education, and it is safe to say that competition is likely to get intense in years to come. With robots poised to take over some jobs, regulation revising job and industry entry requirements for professionals: it is crystal clear that folks who are independent and able to think clearly will be our future.

 

New Trends

The primary reason that necessitates independent and thinking people is that new trends are set to disrupt our ways of doing things in a significant way. The forces of digitization and technology are set to disrupt our normal ways of doing things substantially, and it is only poised to get better over time.

Disruptions that are happening today are just a preview of what is about to happen in years to come, thanks to cutting-edge technologies like machine learning, artificial intelligence, and data science. People out there can only learn to adapt to these trends and devise ways in which they can make the most out of these trends, and it is why independent people and thinkers are set to play a massive role in tomorrow’s world.

 

Tomorrow’s Workforce

The workforce of the future will be different from today’s workforce in some ways. As time whiles away, some changes also emerge, which people resist at first, but learn to cope and adapt as time goes by. These changes are bound to happen. Regardless of the time, it will take – which is not a lot of time to be precise; there will be fundamental changes to tomorrow’s workforce which will affect people in many ways.

In this regard, therefore, tomorrow’s folks need to be prepared in a significant way to blend in and succeed in an increasingly evolving environment. People must learn how to make solid decisions on their own. This explains we need a thinking and an independent populace in tomorrow’s world.

 

A lot Is At Stake

The world’s population is growing steadily, and in the next decade or even before, the world’s populace will have increased significantly. This translates to more people in the workforce, more students in institutions of learning, increased regulation by governments and their agencies, and increased economic activity. The world will need skilled and prepared individuals to run and facilitate these activities properly.

There is progress when there is unwavering commitment and hard work from a people, and this can be done well if folks are great thinkers, and rely on themselves when they approach specific tasks or activities.

To sum this up, tomorrow’s world is set to be different and unique in a significant way than today’s world, and this calls for people to prepare themselves for the changes and activities that are about to unfold. Increasingly, technology will play a crucial role in tomorrow’s world, and people will have to devise ways in which they can make their day to day tasks simpler by leveraging on technology.

Whichever way you care to cut it through, one thing is clear: we need a prepared populace for the future, and this is thinking and independent people.

Observing Physical Education

After observing a physical education coach (PE) teaching elementary students, I learned several issues regarding the profession. I developed new feelings and approach to the classroom management, instruction delivery, the process of organization, teacher or student interaction, and student engagement.

I observed physical education coach guide 4th-grade students on games such as jumping front and back. The coach displayed excellent classroom management practice through proper design and execution of the different elementary physical games and associated programs. I felt that the coach availed sufficient and desirable guidance to foster physical fitness (Krombholz, 9).

The instruction delivery of the coach was adaptable to the kids who aged about eight years at fourth grade since they quickly learned. The exercises such as jumping and running together not only enhanced the physical framework, but also invigorated social growth, cognitive sharpening, and emotional progress of the children (Burgeson et al., 5).

The organization of process of the students was easy. Many students conform to the desired arrangements that teacher proposes. The organization of the school followed a structured framework that guided on the daily operation of the school.

There was a close teacher to student interaction thus allowing teachers to comprehend group behaviors and motivate inspiring behaviors while shunning negative modes. The coach had an opportunity to regulate the safety of the children environment.

The PE teacher achieved student engagement paying close attention to every student. Each student was invited to jump in front of the others. Through such initiatives, students gained virtues of equality, caring, and love for one another. The class became cooperative and moved from being a class to a family. I liked the school atmosphere created by the cooperative children. I slightly disliked seeing some students shying from interaction, but later accepted that children are unique in nature. Some children take more time than others to socialize.

Summary: “Are College Lectures Unfair?”

The article mainly focuses on investigating whether the college lectures discriminate the students by race, gender, and financial status. As reported by the author of the article, lectures are rather old and well-established tradition of education which often appears as a way of  teaching college courses.  A vast amount of evidence points out to the fact that lectures are neither generic, nor neutral but that they have a specific cultural nature that tends to discriminate against some individuals while favoring others. The discrimination is mostly evident by gender, race and financial status, as claimed in the article. Moreover, such perception is not just a matter of bias of the instructors but is owing to the lecture format. Traditional form of a lecture tends to offer unfair advantages to the categories of population that are already privileged.

The studies focused on presenting a comparison of the lectures with alternative styles of instruction and show the partiality of the lecture formats. Active learning, which is an alternative style of teaching, often plays a significant role in providing increased feedback, interaction, and structure that prompts the students towards becoming participants in the development of knowledge rather than serving as passive recipients.

The studies conducted by other scholars comparing active learning to lectures exhibit consistency in showing that the performance of the students in the active learning courses tends to be better than that of students taught through the traditional lectures. The study as well shows that the active learning approach tends to eliminate the effects of discrimination evident in the improved performance of minority, first-generation students and those from low-income families.

The article attributes the variance in performance evident in the different methods of teaching to the fact that poor and minority students are more likely to have attended low performing learning institutions that did not offer them the same vibrant extracurricular and academic provisions familiar to those from affluent families. The fact that during the lectures students who have different educational background and level face the same conditions for learning as those who have been at more advantaged positions in previous educational experience contributes significantly to their capability to retain and absorb what they hear.

The article argues that active learning approach is more effective in delivering knowledge than administering courses through lectures. The lectures are somewhat discriminatory with only the students having undergone efficient learning system in their earlier stages of development performing better. The lectures tend to benefit most the students from affluent backgrounds and male whites. However, the study conducted by comparing the effectiveness of active learning approach suggests that the method plays a vital role in benefiting all the students especially the females, minority, first-generation and low-income.

Moreover, the process of placing one’s thoughts into words and ensuring their effective communication to others act as a powerful tool that facilitates learning, as mentioned by the author. The active learning courses often play a significant role in providing the opportunity for the learners to debate and talk with each another in a somewhat low-pressure and collaborative environment. The traditional lectures usually present a barrier to learning for the students from low-income families and minority groups through their exposure to a high-pressure atmosphere which discourages them from volunteering to respond to questions. Traditional lectures expose students to an environment that impairs their performance due to the lack of sense of belonging crucial for enhancing their academic achievements.

Are Test Scores a Good Way of Judging any Student’s Efficiency?

Test scores have become a common criterion used by many colleges in the United States of America to judge the efficiencies and the capacities of students being admitted. America holds the ideas for educational standards and as such ranks top among the other countries still developing in this field. Due to the intensity of the tests score in American colleges, the essence of classroom teaching is gradually decreasing because the focus is not on what the student is able to produce after a learning process has taken place but what she or she is able to create in terms of innovation or so. Test scores are considered to be a fashionable tool in assessing the efficiencies of a student. In essence, the test scores are still controversial in their very basic capacities to judge the ability of an individual (Petersons). Thus, those who support this idea argue that due to their comparability, accountability and objectivity, the test scores can be effective in revealing how efficient a student is right before admission into an institution.

The opponents of this subject state that the test scores are an obsession meant to hinder the rational learning process because it tends to misjudge the capacities of an individual student. This though is quite reasonable as both claims about tests score are evidently true, even though in extreme cases, they can run out of context. In essence, the sole purpose of test scores is to give a basis for evaluating the capabilities and the efficiencies of a student though they cannot be relied on solely to determine what an individual student is able to offer given a chance.

According to Unigo, test scores are enabling tools for colleges to determine to what extent the student will perform after admission. The test scores in this context are a judgmental means aimed at subjecting a student to critical scrutiny in terms of individual talents. On the other side, the tests scores are mere puzzles that, in fact, do not define a student as the educational subject. They are basically subjective and do not reveal the true forms of the students’ capabilities. The test scores classify students in the aspects of being excellent, good or average (Unigo). Indeed, the tests score do not add any significant importance to students more than to the levels they already are. Again, the best test scores should not be subjective but open-ended so that one can choose to participate. Besides, the results should not be used against the individual but rather for improvement purposes.

Relatively big institutions apply ACT and SAT systems to avail data used for comparison purposes. These forms are as well not perfect as they do not accurately measure skills and intelligence that the students carry along to school (Petersons). Some institutions still, however, insist on using these means as an equalizing factor among students.

In a nutshell, the arguments about test scores are evidently supported. In this context, the test scores are basically available tools for evaluating skills and efficiencies of students though, in fact, they are subjective and do not point out the very skills defining the potentials of an individual student. This means, therefore, that the controversies are balanced drawing a conclusion that the test scores might be used, though sometimes they are not so much applicable.