Education the most powerful weapon which you can use to change the world by.

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Most subjects studied in school should have a wide range of application and allow students to interact with their world as informed people. Studies of special or limited appeal—such as classes in music, psychology, or programming—should also be made available, based upon student and teacher interest. No matter who you are if you have an education you can change the world. Even if you do not attend school as a child you might gain an education by learning from yourself and others.

This is why it is said that you never stop learning. Transferability of knowledge is essential to relevant education. Without it, the student is not able to take what he learns in the classroom and apply it to his extracurricular interests; or vise versa. However, it is a more difficult task to ensure that the student is focused and motivated enough to take interest in transferring his understanding to begin with.

The teacher’s other core responsibility—to provide guidance and resources for students when they need them—includes ensuring that they have mastered fundamental concepts necessary for Online English As Second Language 1st Grade Program progressing toward more complex ideas. Automaticity, the ability to effortlessly recall material gained from practise, “frees space in the student’s working memory, which can be used for application and higher-level thinking” (64 Rosenshine). This automaticity is lauded in Direct Instruction as “perfect practise”, which stresses the necessary “accuracy, fluency, endurance, momentum, retention, and maintenance” (21 Kuzioff) of the fundamental concepts in a given subject.

Automaticity is in itself a resource that is present in the student, and as a resource, the teacher should encourage its cultivation. Take for example a high school level English classroom. The first few tests given in reading, writing, grammar, and vocabulary should be paid particular attention to. If the student has trouble with reading comprehension, or using and appropriate, ‘academic’ style in papers, the teacher should make a mental note of this (or brief notes on paper, if her class is particularly large or her student’s handicaps specific).

While organising my thoughts on education and attempting to compile a personal philosophy out of them, I have realised a few things. Most importantly, I now recognise that a philosophy education cannot be rigidly structured. It must incorporate the ideas of many different thinkers; and it cannot be exclusively bound to neither traditional nor Online Writing PRE-K Grade Tutoring progressive ideas. The method of teaching which is practised should always be appropriate based on many different variables, such as what is content is being taught, the classroom atmosphere, and of course, the students’ personalities and learning styles.

In order to provide appropriate feedback to students, teachers must fulfill another role: to either have expert knowledge of the subject of study, or the readiness and eagerness to develop existing knowledge of the subject in a classroom setting. A teacher who does not know her material, or does not care about it, cannot help students engage themselves in the material; nor can she break the information down into less complex parts. In Lee Sculman’s theoretical framework of Pedagogical Content Knowledge, teaching “includes presenting the material by using figurative language and metaphors” (Teacher’s) and thereby representing it in ways more accessible to students.

Furthermore, this representation of material should be in accordance with popular domains of interest to the class, when it is possible to transform the content in such a way without distorting it.

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