|Article 9 (Separation from parents): | |Children have the right to live with their parent(s), unless it is bad for them. Children whose parents do not live together have | |the right to stay in contact with both parents, unless this might hurt the child. | |Article 19 (Protection from all forms of violence): | |Children have the right to be protected from being hurt and mistreated, physically or mentally. Governments should ensure that | |children are properly cared for and protect them from violence, abuse and neglect by their parents, or anyone else who looks after | |them
Families may be unwilling to highlight their needs as they are from a culture that believes all problems must be dealt with internally (i.e. within the family unit) and where any involvement from external agencies is seen as a breach of their privacy. Families can often feel as though their lives are being scrutinised and that they are being judged as failing because they need assistance for their child and family. It is important that the family is fully aware of the legal process they are about to enter into and that each step is clearly explained, thus avoiding any surprises and enabling an open line of communication. We have a strict policy within our setting which states that all confidential information is stored in a locked filing cabinet in a locked room with only senior members of staff having access to the key.
So pervasive does this ambivalence become that citizens turn away from the idea of classical education as a real means of upward mobility. Some, desperately clinging to the hope that their children would transcend their own station, have circumvented the system's geographical boundary table, opting to send their children (legally or otherwise) to better, out of zone, schools. The resistance these concerned parents face from faculty and fellow parents in better prepared zones highlights the divide in opportunity from one area to another. Some line-hopping parents have faced stiff fines, imprisonment, summary ejection and other censures aimed at deterring further territorial aggression by the less fortunate. Such battles confirm the feeling that the much vilified "they" would rather poor students stay in poor schools receiving a poor education; provoking the hopelessness which undermines a parent’s ability to perform a key function of their leadership role,
That is building and maintaining a family is no easy task and, no matter how hard you may try, you cannot please everyone all the time. Edelman describes the resentment that stemmed from the unfulfilled ideal of co-parenting as anger but also as a massive disappointment in her life. This was something that she had assumed would be from the start and it hit her hard when she discovered that
Nathan Nguyen Professor Mary Composition I 14 September 2012 In the article “The Case Against Grades,” Alfie Kohn argues that grades make students afraid of explore new things; tests and quizzes are not the ways to measure knowledge .“Assessment-based grading” creates an allusion on how well are students doing in a numerical way. The effects of grading can come in numerous ways. Kohn indicates three crucial conclusions of grading: decrease in self-motivation, diminish in taking scholarly risk and “reduce in quality of students’ thinking”. Don’t on the students, they’re only listening to the message; they’re rational. For many years, adults have send them the message success is more important than learning.
Instead of learning some actual useful information, teachers fret over the test rather than about how much that student is actually absorbing into their head. It has become a practice to ‘teach the test’ in today’s teaching world. Tests like SAT, ACT and AP have you pay quite a bit and don’t even show you what you did wrong, blocking out the possibility of even trying to learn from your mistakes. It is believed to be a clever tactic used to gain more profit, students keep coming back to prove they are worth more with those silly numbers. They stress day and night over these overrated tests, like previously stated channeling out the imagination, curiosity and good will.
More so, it is being done internally by teachers (Falk, 616). The stakes are so high they manipulate test results by keeping certain students out of the testing environment. It has been reported that kids were purposely held back so that their performance will not bring down the test scores that the more intelligent students submit. I agree with that Lindsay Jillson argues about how standardized testing has jeopardized a student’s future because of the sanctions that are given to them for being less intelligent. I just do not understand why the main focus of our education has to be all about test.
It’s funny how the two people who brought each of us into this world, same blood and genetics as us, can prohibit us from having a diverse and fun-filled life. As a child they’ve preached to us about the importance of being different; being a leader not a follower. What or who exactly would we be leading if our parents don’t give us the freedom to make mistakes or if our life is based on their perished goals. Parents believe that we shouldn’t voice our opinions towards them they consider it “talking back.” I believe that we should voice our opinions for what we believe in. They feel like we aren’t eligible to make our own decisions.
They should not all be expected to be proficient on the same standardized test. Teachers should be able to provide evidence that their students are making educational gains. However, tests should be based on the student’s knowledge and level of education. Many people are quick to blame the teachers and feel they should be held accountable for students not achieving proficiency. It is important to me to become more knowledgeable regarding education events so I can defend my profession.
The author used an ethos and logos appeals to introduce his or her purpose as he/she stated “The best way to teach teens that sexting is wrong is to prosecute them legally.”, “But this is something that just cannot be dismissed as kids ‘ doing stupid things.’” ”Authorities aren’t convicting children, but using the law as teaching tool and trying to put stop to a toxic new trend.” And “The civil libertarians may wish to consider their position.”. The author wanted to persuade the parents and the expert that the authorities don’t convicting the teens and considering them criminals, but they are using this punishment because it is the best way to teach them it is wrong and to stop them from doing it