For the longest time now, classroom learning has employed theoretical work only. Assessment indicates that most children can only concentrate for a short time before their mind are distracted. It has become a challenge because later children will have to bury their heads in the books to ensure they capture what was learnt. Similarly, the assessment criteria in schools are based on abstract rather than promoting lifelong learning. Such educational target and assessment approach supports the memorizaation of facts rather than involving a student in critical thinking. It is a problem that has significantly affected economic competitiveness because of lack of creative working generation (Sahlberg, 2006). This should be the problem that educational reform address to make education more effective to most students.
Theoretical learning has been associated with a reason why most children start to hate education. School and home learning should be made livelier for the students to enjoy the learning process. Learning process in schools is also affected by behavioural standards (Levin, 2000). Like it or not education is all about discipline. If students lack proper discipline the process of acquiring an education is affected and the problem can be seen on score sheets. The school with developed standard behaviours produce better student than those that do not. Education is not only gaining knowledge and skills but also improving on personal discipline.
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These two major issues have pushed numerous government and non-government entities start working on ways of reforming educational strategies and promoting innovative learning approaches. Some of the reforms have failed miserably in the past while others take too long to implements and make any visible change. For comprehensive educational reforms, these entities should work together to find a lasting solution to treat the educational problem.
Behavioural standards in school settings.
According to Horner, Sugai and Lewis (2007), behavioural standards in learning institutions are official guidelines that are set to govern school staffs’ and students’ attitude, actions, speech and the way people interact. The educational department is supposed to formulate behavioural standards that are supposed to guide the way students conduct themselves. Standard of behaviour in a school setting will offer a guideline to the students to help them demonstrate the desired level of behaviour on a daily basis.
Behavioural standards in school setting, therefore, should be guidelines that help people monitor their character to enable the smooth learning process in institutions. A general behavioural standard should be set by the government through the education department. In addition, schools should be allowed to formulate a supplementary code of behaviour to govern the learning environment in the way that the school management sees fit. That way, the level of discipline in schools will improve which will facilitate the learning process.
The response above is based on discipline and leadership factors (Horner, Sugai and Lewis, 2007). The Britons have a common saying that ‘manners maketh a man.’ Knowledge and skills do not make a person but discipline does. By improving the behavioural factor in learning settings it will improve behaviours which will affect the process of learning. Therefore, improving behavioural standards should be part of educational reforms that should be addressed.
The leadership factor means that behavioural standards set will eliminate the bad behaviours in schools. Creating leaders require the process of straightening the personal behaviours of the learners. Good behaviours will make the governing process easy for school management (Horner, Sugai and Lewis, 2007). The behavioural guidelines will also dictate the way teachers are supposed to behave. These standards require the teaching team to lead by example. The standards should stipulate the required behaviour for the teaching staffs. Some of the necessities for teachers should be preparation, accountability, reliability and propriety.
References
Horner, R. H., Sugai, G., & Lewis, T. (2007). Is school-wide positive behaviour support evidence-based practice. Retrieved January 10 , 2009.
Levin, B. (2000). Putting students at the centre of education reform. Journal of educational change , 1 (2), 155-172.
Sahlberg, P. (2006). Education reform for raising economic competitiveness. Journal of Educational Change , 7 (4), 259-287.
