Kelly ponders a U.S./South Korean difference

In our class, we’ve discussed many aspects of education that seem to be making a difference in many of the Asian countries. As someone who’s familiar with how education is run in those countries, especially in South Korea, I have come to a conclusion that the major difference has to be how much emphasis and value is placed on education in those countries.

For example, in South Korea on the day that the college entrance exams are administered, the whole country comes to a dead halt. By that I mean, the police are out on the streets making sure the roads are cleared so that the students can get to school safely. Some of the officers are on “stand by” in order to give a ride to students who are running late as they are going to the testing site. Any events that can create noise (i.e., concerts, outdoor activities, etc.) are never scheduled for that day. Parents go to temples or church and pray while their child is taking the exam.  Basically, the whole country comes to a halt and is only focused on making sure the test takers have everyone’s full support.

How much impact do you think this type of emphasis on education could make here in the US?  How can we, as teachers, promote the importance of education to families who do not see education as a priority?   At the elementary level, teachers get notes from parents that range from, “Please excuse Johnny from his homework today. He had soccer practice and could not finish” to “Johnny will be missing school for the next two weeks as we are going to Disney World in Florida.”  Is there anything we can do as teachers to change the mindset of families who do not value education as much as they should? Is this even possible or are we in “too deep” with a culture that has too many families who do not consider education a priority? 

Mike is posing two different questions for us to ponder

          Since the introduction of NCLB in 2001 and now the Common Core Standards (both of which were handed down to the states from the national level and both of which focus on basic knowledge that students need to know as they prepare for college and their careers) how much of your ability to cater to your students’ varying learning styles and interests has been taken away because of this move to "standardize" American education? If "teaching to the test" has, in fact, lessened your ability to teach the other important aspects of a well-rounded curriculum, in what ways has this affected your students’ learning?

            At the same time, I have noticed that many high school students come in as ninth-graders woefully unprepared in terms of writing structure, namely:   spelling, grammar, and basic syntax skills.   The long time professionals with whom I work have told me that these skills were, indeed, present in most students just ten years ago. What steps do you believe elementary schools in your districts are taking in order to ensure that these skills are being addressed? Is lack of spelling, grammar and basic writing skills an issue where you teach? I'd like to hear your thoughts.

            You may choose to answer one or the other of these questions ………………or both