The Purpose of Education
Since time immemorial, the one continuing purpose of education has been to bring people to the full realization of what it means to be human. Often, this requires developing learners’ intellect to enable them to serve social needs and make significant contributions to the global economy (“What is the purpose of education?”, n.d.). Other educational aims may include:
- Creating an effective workforce (“What is the purpose of education?”, n.d.).
- Equipping individuals with knowledge and skills that help them lead better lives.
- Promoting specific political or social systems (“What is the purpose of education?”, n.d.).
Notably, in trying to determine its purpose, it is necessary first to define education, which is different from schooling. On the one hand, education is the summation of everything a person has learned over time. On the other hand, schooling is a significant part of a person’s learning, occurring in a formal institution such as a college or university. It is a common practice in contemporary families (Bray, 2017). The sum of what a person has learned will continue to grow until he or she dies. Notably, this ongoing, lifelong process happens within a social context. It is also one of the largest items in most governmentss’ budgets (Bray, 2017). Without it, communities collapse when their establishing members expire.
Personal Vision of Meeting the Learning Needs of Diverse Students Using Standard-Based Instruction
Agreeably, teaching a diverse and inclusive classroom using benchmark reforms is difficult, especially for young, beginning, and inexperienced educators. In such a diverse and inclusive classroom, it is difficult to guarantee that all students, taught with standard-based instructions, attain the same educational goals at the end of the teaching practice (Alvunger, 2018). However, it is tenable to move the majority of them toward established standards in the syllabus. Although the basic tenets and associated instructional practices for evidence restructuring, inclusion, and diversity considerations may vary, the overarching goal in all three is to improve students’ educational outcomes (Voltz et al., n.d.). My vision for meeting the learning needs of a diverse classroom using yardstick instruction is comprehending that all students can succeed academically if the teacher is impartial and takes the time to understand each pupil individually. Teachers must always believe in their students, even those who may initially seem incapable of meeting specific requirements (Voltz et al., n.d.). Having s positive attitude towards the students boosts that child’s confidence and resolve to succeed while also removing a teacher’s personal biases.
The Role of the Teacher as a Leader and Advocate according to the Model Code of Ethics for Educators
According to the Model Code of Ethics for Educators (MCEE), instructors are responsible for students, the school, and the occupation. They also have responsibility for being experts at their job and principle using technology (National Association of State Directors of Teacher Education and Certification, n.d.). As an advocate and a leader, that individual’s role includes knowing and upholding laws, policies, and work-related practice procedures and maintaining ethical behavior. It also entails championing impartiality for all students, supporting activities that bring positive change, advocating for enough resources for students, and promoting policies that ensure positive school and student progression. Educators must also use social media transparently and responsibly, stay abreast of the latest developments and trends, and exercise judiciousness in maintaining social media profiles (National Association of State Directors of Teacher Education and Certification, n.d.). Guiding students in the safe and effective utilization of technology and understanding changing legal landscape regarding the use of computers and the internet both generally and in the classroom is also the educator’s role as a leader and advocate.
Further Considerations
Educators must also carefully and critically examine gender, ethnic, cultural, and learning differences within their profession. Doing so is essential because the resulting information can help them promote ethical practice while simultaneously building stronger associations and creating learning experiences that are more relevant to students (Alvunger, 2018). These deep and critical examinations of existing educational circumstances also help individuals access resources and reflect on personal biases that may affect their ability and willingness to offer quality education to students, notwithstanding their cultural and linguistic diversity or physical abilities, or inabilities (Voltz et al., n.d.). An educator can enhance student outcomes by adopting and teaching to rigorous standards, maximizing opportunities for students with or without disabilities, and embracing student diversity. A teacher may also need to align the curriculum with standards, use large-scale assessments, introduce differentiated instruction, implement a universal learning design, and determine multicultural education’s appropriateness or the need for sheltered instruction.
Role as a Teacher in Upholding the Expectations of the Profession
Tutors have an essential role in maintaining the community’s expectations to ensure student development and educational attainment. They do this by following work standards, codes of ethics, and relevant laws and policies. Instructors must commit to students and the pedagogical process, acquire and refine personal knowledge and skills, provide leadership in learning communities, and embrace a fitting approach. Morally, the educator’s role includes dealing justly and considerately with each student, applying for and accepting responsibilities and positions on merit, refraining from revealing confidential details about colleagues, and making a concerted effort to convey all relevant information to parents or guardians to help students (American Educators, n.d.). Instructors must also follow all existing laws, regulations, and policies affecting teaching at all times. Because the tutor is a role model, whatever they do may affect student attitudes and future behaviors. For this reason, they must always uphold the expectations of the teaching fraternity.
References
Alvunger, D. (2018). Teachers’ curriculum agency in teaching a standards-based curriculum. The Curriculum Journal, 29(4), 479-498. Web.
American Educators. (n.d.). Code of ethics for educators. Web.
Bray, M. (2017). Schooling and its supplements: Changing global patterns and implications for comparative education. Comparative Education Review, 61(3), 469-491. Web.
Voltz, D. L., Sims, M. J., & Nelson, B. (n.d.). Introduction: Teaching in diverse, standards-based classrooms. ASCD. Web.
National Association of State Directors of Teacher Education and Certification. (n.d.). Model code of ethics for educators (MCEE). Web.
What is the purpose of education? (n.d.). Web.