What is the purpose (end in mind) of education in the 21stCentury?

Education has changed in the United States and across the world since the twentieth

century. Life has become very different in the past century, and schools need to educate

students accordingly. The purpose of education in the twentieth century needs to be preparing

students to be successful, informed citizens who are ready for adult life. Preparing students for

success as adults will not be the same for all students; however, skills in critical thinking,

teamwork, and FACS (family and consumer sciences) are among the most essential skills

students can learn for life as citizens beyond high school.

Educators often regard the facilitation of critical thinking skills to be one main goal or

purpose of education. Critical thinking is defined as the objective analysis and evaluation of an

issue in order to make a judgement. Critical thinking is important for students because it allows

students to identify issues and create solutions. It helps them formulate their own ideas, and

locate information to further their own education. Critical thinking skills provide students with

the knowledge they need to determine truth from biased or misleading claims. When students

can think independently and deeply, they are much more likely to be informed and responsible

adult citizens. Despite their importance, the skills needed for critical thinking are complex and

do not always come naturally to students (Carlgren, 2013). Therefore, schools must take the

responsibility of providing students with the opportunity and encouragement to develop the

ability to think critically.

Teamwork is a critical skill in the twenty- first century. Many jobs today require

teamwork skills such as collaboration, communication, leadership, and interpersonal

relationships. Teamwork is so important because it allows people to work together to their

fullest potential. When people work together, they can rely on a support system and combine

ideas to create new concepts. Students need to know how to communicate and work with

others. Professional teams are common in the workforce, and many students will eventually

work in professional teams. Students can benefit from learning many of the teamwork skills

they need in K-12 education. In higher education, we often expect our students to work in

teams without much guidance, and don't scaffold the development of professional skills

(Chachra, 2012, p. 27). Most professors do not attempt to teach professional teamwork skills,

especially in majors outside of education. So, even students who do attend a university or

college still may not receive the training that they need in teamwork. Consequently, they are

less prepared for the workforce.

Intelligence in the area of FACS, or family and consumer science, should be a

fundamental part of education in the twenty-first century as well. Often people do not

recognize the importance of FACS skills, such as balancing a checkbook, in K-12 education.

These types of classes are not usually considered the important courses in middle and high

school. In fact, some schools do not even require students to take FACS courses. Classes such as

parenting or childcare are almost never required. This is a problem, as many FACS skills are

necessary for healthy living as an adult citizen. FACS education provides students with

knowledge and skills that they will need to become successful, informed citizens. Many

students will become parents at some time in their lives. Not everyone gets experience working

with children before they become parents. They become parents and essentially do not know

anything about what is best for their children. I have noted in my experience working in

childcare that many parents really do not know what to do with their children. Parents often do
not know the developmental stages that occur as children grow. For example, sometimes

parents will yell at their toddler children for grabbing or hitting another child. We do not want

children to hit one another, but toddlers do not understand the feelings of others. They cannot

understand that what they are doing is wrong, as they are very egocentric. If high school

students learned about children and how to work with them, then they would be much more

prepared parents. Many FACS classes today focus on career and family management, which

prepares them for life and the workforce ( Collins, 2004). If students take these FACS classes

they will be much more prepared to be informed, prepared citizens.

In conclusion, the overall goal of education in the twenty- first century is to prepare

students to be informed and successful as adults. In order to accomplish this goal, schools

should teach skills used for critical thinking and FACS in addition the traditional school subjects.

Society has changed in the past century, and so must education. Students need education in

not only core subjects such as math or language arts, but also other life skills like decision

making or cooking.

How does the middle school fit into the overall end in mind?

Middle school is an important time to teach students the skills they need to be successful as

adult citizens. They are at an age when they become more independent and usually take on

more responsibilities. In addition, public education is available to all students during this time,

so all students would have access. Middle schools can help students practice skills they may not

learn at home. School districts should require FACS classes for all middle school students. The

same school districts should support critical thinking development in all classes.
 For example, students will most likely need to know how to cook as adults. However, not

everyone learns how to cook outside of school. Health education provides the information for

students to make healthy choices, but students still need more experience in actually executing

their health goals. For instance, students know what is healthy to eat, but still need to learn

about the cost of this food and how to prepare it. Without actual hands on experience,

students will not have the skills they need learn cooking and baking. Other FACS skills are very

similar in nature, such as washing laundry or caring for children. Consequently, FACS ( or FCS)

classes should be required for middle school students. If they are not required, students will

miss learning practical skills that prepare them for life as adults. Without the class, many

students will be unprepared for life tasks like balancing a checkbook or applying for jobs. FACS

classes encourage creativity and the social skills that are necessary in society (Anderson,

2015).Therefore, FACS education would provide students will social skills and the creativity that

will give them an advantage in the workforce.

Teamwork should be an integral aspect of middle school education in the 21st century.

Additionally, working with peers in an academic setting provides students with the chance to

bond with their peers. Relationships with peers help students become more open and willing to

all different types of friendships. In addition, peer interactions help students develop their

sense of self, which affects school performance (Wallace, 2007). Consequently, working with

peers in a positive academic setting could improve school performance while helping students

foster personal relationships and sense of self. Arranging students in teams is a great way to

encourage collaboration and connection among students. Teams also encourage student-

teacher relationships. Administration should organize small teams in order for them to be most
successful (Wallace, 2007). When students are members of a team during middle school, they

are being prepared for life in the work force. Most jobs consist of teams working together to

complete a task. If students can understand group dynamics as children and adolescents. Thus,

they will be much more prepared for life as adults in the workforce.

Critical thinking skills can be taught in any subject with any age of student. It is not even

difficult to incorporate critical thinking skills, such as analysis, into the classroom. In fact, open-

ended activities that encourage critical thinking can be included in everyday activities. In fact,

The FCS [FACS] classroom is a natural setting to incorporate critical thinking skills, and

adolescence is a prime time to introduce it due to brain development (Swafford & Rafferty,

2016, p. 14). All that educators really need is an understanding of how to foster critical thinking

among students. Then lesson plans can be modified or created to include critical thinking

exercises. In order to ensure that all teachers are incorporating critical thinking into the

classroom daily, staff should meet periodically to discuss critical thinking. Teachers would

support one another and share ideas to help students receive effective critical thinking

instruction in all content areas. The principal or other leaders within the school could also check

in with teachers to make sure they are comfortable facilitating critical thinking in their

classrooms. Essentially, districts and school administration should support teachers in order to

create a school environment that cultivates critical thinking.

Who is the current middle school student in the 21st Century?

Schools can, and should, have educational goals for all students. Holding children to

certain standards is essential for ensuring a quality education. However, it is important for

school staff to acknowledge and value students as individuals with varied backgrounds. Middle
school students in the 21st century do share some common traits due to developmental stages

and a shared social environment.

Middle school students are in a critical stage of transition. The physical, emotional, and

cognitive development of middle school students varies greatly among students of all grades.

There are, however, some general characteristics that students in the middle school share.

From ages 11 to 15, the human brain destroys 20 percent of the synapses that it previously

created (Vawter, 2010). Essentially, the brain is weeding out old information and creating new,

more useful connections. Consequently, middle school students might not be able to recall

information that they learned in the past. Students may not understand why they cannot recall

the information, which could lead to frustration. The human brain also develops from the back

to the front (Vawter, 2010). This is important for understanding middle school students

because the neo-cortex, which is responsible for executive control, develops last. For females,

the neo-cortex is develops between ages 11 and 15; for males, it develops during the late teens

or early twenties (Vawter, 2010). This could account for the differences in behavior that

sometimes occurs between males and females in middle school. The neo-cortex of many

middle school students are likely not developed. Middle school students will make choices and

develop plans differently than adults. They may act based on emotions, as the amygdala

develops before the neo-cortex.

Middle school students often do not get enough sleep. On average, middle school age

students need 10 hours of sleep ( Vawter, 2010). Children often leave televisions and phones on

during the night, which can disrupt their sleeping patterns. It is likely that many students do not

get this much sleep per night. Young adolescents also have short attention spans, usually only
10 to 12 minutes ( Vawter, 2010). Students may become distracted or have behaviors that

teachers perceive as problematic if they have too much time to work on one task. In addition,

middle school students need physical activity often. Physical education class is not enough

movement for them. Movement can keep students engaged when they do need to participate

in longer activities such as standardized testing. Middle school students benefit from

consistency and rules. It is important for them to know what to expect and how they fit into the

situation. The students still need new, exciting activities and information, but benefit from a

consistent environment.

The environment influences the identities of middle school students in the 21st century.

A shared school environment causes some similarities among most middle school students. For

instance, the social climate of a middle school significantly impacts all students. Bullying in

middle school has been the focus of many current studies. The prevalence of bullying as a topic

of study likely indicates a common need to understand this issue. Bullying is common in the

middle school; in fact, Ockerman Kramer, and Bruno found in their (2014) that more than 15%

of participants were involved in traditional ( not electronic) bullying. An even higher amount of

students experience cyberbullying. Bullying effects the school environment and the overall

social climate between peers outside of school. The hostile environment produced by bullying

can result in negative attitudes about school, learning, and social interactions. Bullying can have

many consequences for students. When students are not comfortable at school they cannot

learn to their full potential. Middle school children involved with bullying are significantly more

likely to use alcohol than students who are not involved in the bullying at all ( Peleg-Oren,

Cardenas, Comerford, & Galea, 2014). Sexual harassment is shockingly common among middle
school students. In a study by Litchty and Campbell (2012), 94% of middle school participants

reported to have experienced sexual harassment in the past school year. All of these

environmental factors have an impact on students, and help educators understand middle

school students in the 21st century.

What are the potential barriers to the: Student, Teacher, School, Community?

Some barriers stand in the way of the education of middle school students. Not all

students receive an equal education, even within the United States. The challenges that

students and educators face depend on the context in which the school exists. There are,

however, some common challenges that many students, teachers, schools, and communities

face.

Students and teachers encounter many difficulties in the education system. For

instance, Faced with budget shortfalls, state legislatures are seeking to rein in perceived

teacher entitlements. Some of the populace have jumped on this bandwagon, asserting that

teachers have "soft" jobs, excessively long vacations, and disproportionately large paychecks

(Steinberg, 2011, p. 563). Teachers are misunderstood and often unappreciated. Education is

not valued very highly in society. Many people expect teachers to do exemplary work but do

not want to pay taxes for teacher salaries. Teachers often do not want to keep teaching or feel

unable to take the workload for the amount they are paid. They are expected to work at home

to finish all the work required to teach students through the whole day. Many teachers work at

other jobs over the summer because they do not make enough during the school year.

Teachers also encounter barriers when trying to access the materials and support they need to

teach students. A lot of teachers purchase their own supplies in order to supply the lessons
they feel are best for students. Overall , teachers invest personally in helping students learn,

but often do not receive much support for their efforts.

Students encounter many barriers to education as well. Students struggle with ,how an

extra evenings worth of homework is really worth it against the much more tempting option of

watching Netflix or going out ( Oreopoulos, 2017, p. 14). Students have to make difficult

choices that can affect their education and grades. Some students may have responsibilities

that take their time, such as helping at home or in the community. Keeping up in school is

difficult when children are tired and distracted because of outside responsibilities. Students

could also face challenges with school systems or teaching styles that do not put the students

first. Often middle school students are expected to sit in desks and listen to a teacher lecture

for the majority of a class period. This is not what is best for most students to learn. Students

will most likely just tune out what the teacher is saying and think about something else.

Community members face difficulties related to the education system as well. The

public is largely uninformed about school budgeting, and therefore cannot make sound

decisions about education funding (Schueler & West, 2016). The community needs to be more

involved in K-12 education. Many people feel they do not need to know about school or school

funding. They may have problems accessing this information, and eventually give up when they

cannot find it. This creates a barrier between the education system and the overall community.

Schools and administration should reach out to the community in order to build communication

and relationships between the community and education.

How will your teaching contribute to the end in mind?

 In my own teaching, I will keep the general goals of education in mind. I believe that all

teachers contribute to students learning the skills they need to be successful adults. The ESL

classroom in no exception. I will work with students to help them develop critical thinking skills.

I would like to assign projects that help students work together and practice their

communication skills. Students could pick the topic and learn the vocabulary for a topic they

are interested in. This project would help students in their adult lives because they will know

how to communicate about something they are passionate about. Project based learning can

be challenging at first, as, When students take the reins, things do not always go as planned,

and students have to learn from their setbacks ( Licht, 2014, p. 51). It also teaches them the

skills they need to work in groups with other people. Teamwork is a skill that many employers

value and consider when hiring. Working in teams is also a great time to tell students about

cultural interactions that are commonly accepted in the area. Many linguists agree that,

communication may not be sufficient unless it is accompanied by multidimensional cultural

awareness supposed to lead to a relationship of acceptance where Self and Other are trying to

negotiate a cultural platform satisfactory to all parties involved (Cetinavci, 2015, p. 3446).

Some students in the ESL classroom could be recent immigrants or refugees from other nations

that have different cultural norms. Students may struggle to interact in groups if people of

many different cultures are together. This is because they will likely consider different

behaviors to be polite or rude. Therefore, the ESL class could serve as some cultural education,

teaching children how to respectfully interact across cultures.

How does general pedagogy contribute to the means to the end?

 The goals of education are achieved by the hard work of teachers and students.

Teachers must become facilitators who create an environment where students learn the skills

they need for independent adult life. For instance, teachers should encourage students to find

information and form their own informed conclusions. Teachers should avoid taking over the

classroom, and allow students to feel ownership over their own learning. Teachers can do this

by providing students with choices and projects to explore their own interests. Creating a

classroom environment is extremely important for students as well. Schools that consistently

focus on a positive classroom environment usually promote positive student behaviors (Barth

et. al, 2004). Students need a place where they feel comfortable and safe to share their

thoughts and take a risk. Teachers can create a classroom environment by helping students

form personal connections and establishing that struggling or failing is a part of learning.

Teachers can model appropriate behavior for the classroom and the community. Students learn

from modeling through subconscious implicit learning (Haston, 2007). Teachers also need to

facilitate deep thinking. They should ask students questions such as, why do you think so? By

asking deep questions, teachers are challenging students to understand their own thinking. This

helps students think critically about their own lives. Once they are thinking about their own

thoughts in school, they may begin to ask themselves the same questions in their own time.

Students who think critically are less likely to believe false claims and misleading advertisement.

They will be more interested in comparing different choices instead of just doing whatever

other people do.

How does your content area contribute to the means to the end?
 The second language English classroom contributes to the overall goal of education. The

students in an ESL class will most likely need English at some point in their lives. They live in a

region where English is the dominant language spoken. Consequently, they will need it at some

point in their futures. Content classes are often only offered in English at many schools.

Students need to learn English in order to understand the teacher as well as read books. They

could also need English to communicate with other students in their content classes. This

indirectly impacts their life as adults. Students could miss a lot of important content if they do

not understand the language it is taught in. ESL teachers can help students to understand the

content from other classes, and consequently help them succeed in school. Put simply, ESL

content helps students think critically and use language to communicate. The ESL class is also a

good place to teach students about culture and cross- cultural interactions. In doing this, the

ESL class content is preparing students for life after K-12 education. In some cases, this could

mean preparing students for employment in a society where English is the dominant language.

For others, this could mean preparing them for higher education of differing varieties. English is

also commonly used as an international language. In fact, more people speak English as an L2

than as their native language (Kaur, 2014). Some students may use it as a tool of international

business or political interaction. Essentially, the content of ESL classes depends on the

immediate and future needs of the students.

When do you know you have achieved the purpose in education through your teaching?

Assessment is a great tool that can help teachers know when they have achieved the

purpose of education. Assessment should be performance based, formative, and designed

around learning objectives (Frey & Schmitt, 2010). Even a simple observation can reveal a lot
about how students are learning. Teachers must begin by basing their practice on current,

reliable research. This can be done in teams to ensure that students are practicing all skills in a

research-based method. Many books and articles have research- based practices that teachers

can implement. Another assessment that teachers can use is collecting projects and analyzing

student progress from their work. Then teachers can ask students about what they think were

their strengths and weaknesses. This can help students express their personal needs and think

deeper about their own work. Teachers can assess student growth every day and use these

assessments to form instruction. Obviously, teachers cannot follow students through their

adult lives to observe. Educators will not always know if students have all the skills to be

successful as adults. We can make sure to provide quality educational services.

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