Often success is seen as achieving a big feat. Success can mean different things to people. Whatever people's perspectives on it are, one thing is clear, success is an arduous thing to achieve. Education is an example of this. Success in education is defined by key factors. These factors are key to success. Time, commitment and discipline are required in order to do well in this profession. Thought, effort and patience are also mandatory. Making sure students are challenged with a tough curriculum so they can be prepared to tackle the world. Training and preparation for the unexpected is also critical. Parental involvement is important for students to succeed. Success in education is a big commitment that takes time, thought and preparation.
High school curriculum has been proven to play an important role in success in students future endeavors. American high schools have diverse courses of study for their students. Some are more so than others. Whatever the case is, studies have proven that a tough course of study has positive results on success. Kate R. Blosveren, master's in public policy major writes that "schools requiring rigorous curriculum are more likely to see a larger percentage of their graduating seniors enrolling immediately in post secondary institutions" (Blosveren 7). It has been proven that courses like algebra, geometry, economics, honors courses, AP courses and many others contribute to this. These kinds of courses play a role in whether a student decides to go to a four year school or a community college. Kate R. Blosveren provides statistics that show that a tough course of study not only contributes to a "2.97 percentage point" (Blosveren 7) likelihood in attending college, but that the differences between attending a university or a community college are stark. It clearly proves that an arduous and a mediocre course of study make a difference between attending community college and attending a university. SAT scores also play a role in attending community college or a university. It has been proven that high SAT scores indicate some form of preparedness for the rigors of college level work and is indicative of whether or not that student needs remediation. These factors are very important in deciding whether or not a student is prepared academically for college. This is clearly relevant to success in education since the education our students get is the kind that determines the leaders the next generation will be for the future and beyond. However, this is only one factor of success in education. Parental involvement also plays an important in success in a child's education and future.
Parental involvement clearly plays a role in a child's success in the classroom and in the teacher's as well. Students come from diverse and unique backgrounds. Students have unique family situations as well. It has been proven that parental involvement plays a role in success in education. Teachers must learn about where their students come from and their families. Manning-Souto Mariana and Kevin J. Swick who are experts on educational issues take a unique approach. Instead of a one size fits all approach they "based our teaching on the observations we made regarding how children learn, their interests and socioeconomic backgrounds" (Mariana Souto-Manning and Keven J. Swick 192). From this they took the information and applied it to the educational environment and resulted in positive results and in better learning (Mariana-Souto Manning and Keven J. Swick 192). However, this is only one component of parental involvement. The writers also believe that the stereotypical parental involvement definition must be redefined. They claim that the current view of parental involvement of being restricted to students of privilege must change and must be reflective of the 21st century (Mariana-Souto Manning and Kevin J. Swick 191). In addition, family expectations also play a role with regards to success in education. Families that have high expectations and engage their children in education activities such as "home-based learning rituals seem to have a positive impact on children's school success" (Mariana-Souto Manning and Kevin J. Swick 189). This information is relevant because parental involvement and trying unique approaches to bring about success in education can inspire our new teachers to try new and innovative ideas so our children know that education is the top priority. This is just another component of success in education. Mentoring and induction programs for first year teachers is also important to success in education.
Mentoring and Induction programs have played a critical role in ensuring that first-year teachers don't burnout and ultimately leave the profession. Many school districts have such programs. Some are more effective than others. However, some school districts make it only optional to participate in such programs and many first-year teachers do not. First-year induction and mentoring programs for teachers who participate in them are more likely to stay in the profession. Laura Duke, Adam Karson and Justin Wheeler masters in public policy candidates write about how teachers involved in these programs tend to stay in this profession longer. They find that the following activities such as "assigning new teaching mentors from the same field, scheduling new teachers extra time for collaboration or planning, and reducing new teachers' teaching schedules all significantly reduce the relative risk that new teachers would attrite by more than half" (Duke, Laura, Adam Karson, and Justin Wheeler 66). In addition, they cite differences for those with bachelor degrees and those who don't. Those without bachelor degrees tend to get more out of these transitional activities (Duke, Laura, Adam Karson, and Justin Wheeler 63). Also, they cite that teachers involved in a rigorous certification system are more likely to be successful than those who don't. They back this evidence up with a survey done of teachers in New York. The survey states that "beginning teachers in New York City, more certified teachers feel adequately prepared than non certified teachers" (Duke, Laura, Adam Karson, and Justin Wheeler 65). They find that those who didn't get involved with these programs were unconfident, unmotivated and most of the time attacked the students for their terrible results in the classroom. These transition activities clearly have a significant impact on teacher performance and their confidence in success is most definitely higher than those who don't. This information is relevant because it is critical that first-year teachers and beginning teachers get the proper and necessary training for success so they won't leave the profession so early and so our children can have teachers who can teach them successfully so they can learn and be prepared for life's challenges. This is just another component of success in education. The skills needed to succeed in education are also another critical part of success in this profession.
Success in education requires important skills that must be practiced over time in order to be successful in this profession. Teachers who don't have these kinds of skills are more likely to fail and leave the profession. Karen Sieben, an instructor of philosophy and a learning assistant of history and philosophy here at Brookdale Community College states three main components of success. These components are being on alert, motivated and disciplined in order to conquer difficult concepts. These three components helped her succeed even before she was involved in this profession when she "had to learn three languages, French, Greek, and German to pass exams in grad school" (Sieben, Personal Interview). She also discusses the importance of organization and knowing what to do next. She also states that you need a structured routine to not be disorganized (Sieben, Personal Interview). However, this is only one part of skills needed to succeed. Classroom management is also critical to success as well. Successful classroom management can lead to a real learning environment in which theirs less disruptions and more learning. Regina M. Oliver, Joseph H. Webby and Daniel J. Reschly writers of "Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior" describe some ways on how this can be achieved. They state that "focusing on preventive rather than reactive procedures establishes a positive classroom environment in which the teacher focuses on students who appropriately behave" (Oliver, Regina M., Joseph H. Webby and Daniel J. Reschly 8). In addition they state that having a form of discipline in the classroom in which there is fair and understandable boundaries forces students to think before acting immaturely. They also say that supervising conduct can stop problems so they won't continuously occur (Oliver, Regina M., Joseph H. Webby and Daniel J. Reschly 8). This information is relevant because having the skills to succeed and being able to manage a classroom can allow for learning to occur and less time is spent on disciplinary aspects. This is not the only component of success in education. Rewards, challenges and motivations also play an important role in success in education.
Rewards, challenges, and motivation are a major part of teaching and are what keep teachers afloat in this profession. There are times when teachers have that moment which was rewarding to them such as students being engaged with the material, times when teachers have challenges such as a disruptive classroom or a particular student and times when teachers motivation helps make a difference. Mrs. Karen Sieben knows this very well. Since she teaches a very difficult subject, philosophy, its no surprise that she states that the most rewarding thing about her job is when she's lecturing on immense and involved concepts and her class is able to grasp it without a problem. She also describes the challenge of her job. The challenge she faces is when students come to college and "are not encouraged in high school to read enough so they can understand difficult material" (Sieben, Personal Interview). Furthermore she finds that vocabulary levels of her students are inadequate and that making the concepts more easier to grasp is not easy (Sieben, Personal Interview). She also discusses what motivates her to succeed. Basically she says that what motivates her to do well is she is very passionate about her job and loves her job at home and at Brookdale. This information is relevant since knowing what makes a teacher feel good, challenges them and motivates them will allow teachers entering the profession to strive for these kinds of things. These are all the components of success in education.