No matter who you are if you have an education you can change the world. Even if you do not attend school as a child you might gain an education by learning from yourself and others. This is why it is said that you never stop learning. For instance: when I attended public middle school, my course on U.S. history was taught in a “drill-and-kill” manner. It was the sort of course that involved memorising predetermined lists of names and dates, and tutor homeschool students then regurgitating them for quizzes.

This teaching method had two main problems: firstly, there was no attempt to make it relevant to the current state of America; history was as separate from reality as any fiction. Just as bad, the names and dates we learned were of no obvious use outside of the classroom. The students had little ability to use the information to study other aspects of American history; they were exclusive to the lesson at hand.

Unfortunately, the teacher can only do so much to cater to her students individually. Students must eventually learn to be self-reliant, treating the teacher as a resource. For this to happen, it is important that a general atmosphere that encourages enthusiasm of the subject matter be maintained, one that is conducive to learning. Once this is done, the teacher can appropriately work her students’ interests and ideas, and help them develop both in school and independently of it.

It is critical that the students see the importance of learning both inside and outside of the classroom. Transferability of knowledge is essential to relevant education. Without it, the student is not able to take what he learns in the classroom and Online Reading 7th Grade Teacher apply it to his extracurricular interests; or vise versa. However, it is a more difficult task to ensure that the student is focused and motivated enough to take interest in transferring his understanding to begin with.

Others, who uphold a more traditional understanding of “socialisation,” feel that traditional school subjects should be “the means by which the culture of the race would be transmitted to the vast majority of Americans” (15 Kliebard). Groups representing social interests often push to see them represented in school curriculum—proponents of Intelligent Design are one example of such groups. Another example of teaching beliefs in the classroom would be selective history often exhibited in U.S.

History textbooks, such as the omission of discussion of controversial conditions survived by African-Americans and Native Americans. It is debatable how appropriate it is to teach beliefs and morals this way in school. Special interest subjects which appeal to more limited student appeal and application are beneficial for at least two reasons. Firstly, they demonstrate the usefulness of more common subjects. Game theory, logic, and programming can all represent commonly used mathematics in practice; poetry, style, and culture-specific literature classes may utilise knowledge and skills taught in general English courses; economics, ecology, psychology, and art history combine disciplines.

Secondly, they can demonstrate new applications of broader students, which students may not be aware of.