Рабочая программа по внеурочной деятельности "Увлекательно страноведение" 5 класс английский язык

Contact View Cart / Checkout Essay Color Key Free Essays Unrated Essays Better Essays Stronger Essays Powerful Essays Term Papers Research Papers Privacy Our Guarantee Popular Essays Excellent Essays Free Essays A-F Free Essays G-L Free Essays M-Q Free Essays R-Z Essay Topics Plagiarism Donate a Paper View Cart / Checkout Definition and History of Alternative Schools Definition and History of Alternative Schools The first thing one should know is what alternative schools are and how they came about. The World Book Encyclopedia (2003) defines an alternative school as, “… any public or private school that differs from traditional schools in curriculum, purpose, or teaching methods.” This definition can be traced back to the 1960’s, when free schools were created. These types of schools usually consisted of a small number of students and staff. During this time period, there were many popular beliefs about children and education. First of all, people believed that children would learn things at their own pace. Secondly, teachers and faculty were supposed to be mentors, rather than figures of authority. In comparison to public schools, which were seen as oppressive, free schools were a suitable alternative for many students (Miller 2002). One of the main reasons why this was the case, is because the free schools took student’s needs into consideration (Boss 1998). The needs for a flexible curriculum and self-paced learning were met by the free schools. All of these ideas have remained a part of society, as seen by the development of current alternative school settings. Funding In order for alternative schools to continue to operate, adequate funding is necessary. Thus, schools should work to gain a place in the budget of the local school district. According to the Northwest Regional Educational Laboratory (2001), there are many ways in which alternative schools can be funded. Funds can come from local school districts, grants from state or federal governments, and or donations from local businesses. It is possible for some alternative schools to run based on a combination of sources. Purpose of Alternative Schools Students who attend alternative schools do not necessarily lack the ability to learn. The main issue that students struggle with is that they each have different needs when it comes to learning. According to the Waterville Alternative School (2003), located in Waterville Maine, public schools are created on a “one size fits all” basis. That is, there is one set curriculum, one set schedule, and one set teaching style. Each student is expected to learn at the same pace, however, this is not the reality. Thus, alternative schools have been created as a way to meet each student’s individual needs. Who Attends Alternative Schools? Now that the purpose of alternative schools is understood, it is important to know which students participate in this type of learning environment. A large number of students who attend alternative schools, are those who are labeled, “at risk.” There are a number of factors that give students this label. According to Chris Thompson (2001), these factors include, but are not limited to, “… class, race, gender, special needs, pregnancy, abusive home situations, relationship problems, drug abuse, alienation, boredom…” These factors, along with others, can lead to poor behavior and performance in school. An even worse result is that the student may drop out of school all together. Thus, an alternative school setting would provide students with an environment that is suitable for learning. Let’s examine the characteristics of alternative schools, to better understand how they differ from, and are more beneficial than traditional schools. Characteristics of the Alternative School What is it that makes alternative schools so appealing to students? There are a number of unique characteristics that these schools possess, which are beneficial to the students who attend them. First of all, the enrollment is small in comparison to regular public schools. According to Cynthia Franklin (1992), most alternative schools do not exceed 200 students. This small size allows for a more supportive environment for students. Teachers can provide more one-on-one interaction with students and principals can even get involved with the learning process. With a stronger teacher- student relationship, students feel as if the teachers are actually interested in each individual student’s learning. This, in turn, leads to higher achievement rates (Thompson 2001). A second characteristic of an alternative school setting is the individualized programming that students are given. In traditional settings, students can follow one of two paths. They either understand the material that is being presented, or they have trouble and fall behind. In contrast, staff members in alternative settings understand that each student who has certain needs. Thus, students are often presented with a curriculum that is “self-paced and mastery-based” (Franklin 1992). Students are able to work according to their own learning style, which results in higher rates of completion and accuracy. The decision making process is another unique characteristic of alternative schools. Typically, teachers and administrators work together, to make decisions about education in their schools. In alternative schools, however, students are allowed to have a say in what is done. Study Conducted In a study discussed by Edward Saunders (2002), students were interviewed to see if they believed that the unique characteristics of alternative schools were worthwhile. One hundred students were given two surveys to complete. The first survey dealt with past experiences in public school settings, and the second survey dealt with their current experiences at the Walnut Creek alternative high school. The topics of concern were students’ perceptions of teachers and administrators, and overall school experience. When examining the results of the first survey, it was clear that the faculty did not attend to the needs of their students. One student who rated public school as fair, responded by stating “I felt as if the teachers didn’t know me, I was just a number, not a human being” (Saunders 2002). In contrast to the negative comments students reported about past experiences in public schools, responses in regards to the alternative schools were quite positive. Students who rated the alternative school as excellent, described the teachers as “Good… they try to help me every way they can” (Saunders 2002). It was also noted that administrators treated students more fairly in the alternative schools. Statistics from the two surveys show that the alternative school was clearly ranked highest in both topic areas. Likewise, only three percent of the students rated overall experience in public schools as excellent, in contrast to the seventy-nine percent of students who rated overall experience in alternative schools as excellent. Technology Integration How can technology be integrated into alternative school settings? One suggestion is the use of online assignments. Consider the fact that not all students learn in the same manner, or at the same pace. In traditional public schools, teachers usually teach at a fairly quick pace. This is done so that all of the material can be covered throughout the course of the school year. Educating students by covering a variety of material is beneficial, and leads to a sense of being well rounded. However, is it beneficial if some students are forced to learn a new topic, when they are having difficulty learning the current topic? Online assignments can be provided, that allow students to work at their own pace. Also, online tutorials can provide “tutoring” to students who are having difficulty with a particular subject area. Another way in which technology can be integrated into alternative schools is through the use of student web pages. These web pages can be used to display each student’s work, as well as contain an online portfolio that can be used when applying to colleges. A third way to incorporate technology into the alternative school setting is by the use of online courses. It may be beneficial for students to be able to take classes in the comfort of their own home. One popular resource is Blackboard. This online site is easy to access, and provides the students with the tools necessary to complete classes. Links on the site include staff and course information, assignments, grades, and a discussion board. External links are also provided for further information, and to aid the student when completing an assignment. Blackboard also allows students to complete assignments in their own homes. Conclusion The educational system’s “one size fits all” method of teaching students, is a problem that must be dealt with. One cannot expect all students to learn in the same manner, or at the same pace. This paper examined alternative school settings for students, and the benefits of technology integration in these settings, in order to demonstrate a solution to the problematic teaching methods of traditional settings. H.G. Wells once stated that, “Our challenge is not to educate the children we used to have or want to have, but to educate the children who come to the schoolhouse door.”