Education · 18 đề · 1000+ Phrases

Some people argue that teaching literature in high schools is a sheer waste of time since it has little to no practical value. However, I contend that it provides essential moral orientation to students.

On the one hand, high schoolers might find it hard to apply literature lessons to real life. More specifically, writers or poets compose their works at a time that is fundamentally different from the present teenager’s world. More importantly, characters in novels are clearly fictional, possessing a set of behaviours that are not always relatable in modern terms. For instance, throughout the poem “Odyssey”, the hero resolved to use violence to settle all disagreements, an approach that would not work in our current, more peaceful civilisation.

On the other hand, it appears to me that this subject is crucial to the moral development of those at high school. While studying novels or poems, they are able to empathise with the characters, understanding their circumstances in the given settings instead of making subjective judgements. As a result, young learners would likely become empathetic graduates who are willing to appreciate contradicting opinions and cherish differences, eventually becoming more open-minded citizens. That is a testament why literature should be included in school curriculum.

In conclusion, although novels or poems may seem to be impractical, I am convinced that literature must have a place in high school programs to nurture welle ducated citizens. Nevertheless, teachers should adopt more creative teaching methods such as role playing or plot construction to make lessons more relevant to their students.

It is sometimes argued that doing activities outside is more advantageous to a child’s overall growth in comparison to playing games on computers. I completely agree with that argument because of the two following reasons.

Firstly, in contrast to computer games, outdoor activities allow children to reach their full physical potential. Regular exercise resulting from ball games or playground activities likely increase appetite and foster the process of metabolism that break down food into minerals and proteins, building more muscles, stronger joints and bones. By contrast, video games tend to encourage a sedentary lifestyle, slowing down both digestion and metabolism. That possibly causes young gamers to suffer from a shortage of essential nutrition and the failure to discharge noxious substances, which is a precursor to malnutrition or frailty.

Secondly, playing outsides tends to nurture important mental abilities. For example, it offers kids a chance to stay in touch with nature, observing various objects, shapes and colours in diverse sizes and positions, which would boost children’s spatial visualisation. In addition, children seem more excited to engage in face-to-face conversation with their peers in the open air than via a laptop screen. This kind of talk is scientifically proven to be conducive to the development of verbal communication skills that are crucial for future success at school and beyond.

In conclusion, I am of the opinion that outdoor games are superior to computer-based ones in facilitating both body growth and mental capabilities in children. That is why parents should encourage their offspring to spend at least a few hours a day to be at playgrounds instead of lavishing time on computers or game consoles.

People have different views concerning the importance of studying food science and cooking at educational institutions. While some argue that students should focus on key subjects that can boost their career prospects, I believe culinary courses are of paramount significance in leading a healthy and independent lifestyle.

On the one hand, the core disciplines standard at most schools are imperative for one’s future career. Academic subjects such as math and literature can provide an individual with the foundational knowledge to smoothly transit into a professional working environment. For example, logical thinking acquired during math lessons and critical thinking fostered by literature are prerequisites to nuanced problem-solving skills. Recent research has indicated that the average income of those with the abovementioned competencies is higher than that of unskilled laborers and the general workforce. Therefore, a successful career is a realistic possibility when one focuses diligently on the important subjects at school.

On the other hand, possessing a solid understanding of food and cooking can ensure not only general well-being but also serve as a basic survival skill. First and foremost, schoolers often fail to attend to nutrition in their daily meals, which likely leads to unhealthy eating habits. Conditions caused by those occupations such as malnutrition and obesity are detrimental to the healthy growth of the younger generation. Secondly, food preparation is useful for living independently. Students who are proficient with culinary skills will be more capable of adjusting to living on their own. Indeed, food science and cooking could enable them to modify their dietary patterns to live healthier without either readily available dishes at homes or processed foods at convenience stores.

In conclusion, while some advocate prioritizing traditional school curriculums based on academic subjects, I believe imparting a knowledge of nutrition and food preparation generates a great sense of independence and develops healthy eating habits for graduates. Thus, courses about food should be added to the school curriculum.

It is true that antisocial and disrespectful behavior in society has been on the rise recently. This trend might be attributed to problems in one’s life, but a joint effort by both governments and individuals can reverse the trend.

Personal issues and low self-esteem are some of the factors that can contribute greatly to an inconsiderate behaviour. First, personal problems such as work disputes or relationship conflicts could lead to prolonged stress. This potentially provokes bitterness and frustration, which might subsequently be vented on others. In addition, low self-esteem is another cause, which usually stems from family problems or school bullying. In fact, individuals with a history of being neglected by their families or abused by their friends tend to be insecure, unconfident and have little to no self-respect. As a result, they tend to exhibit the same abusive behavior that was once bestowed upon them toward others in order to mask their own insecurities.

In spite of the causes mentioned above, there are viable solutions and appropriate adjustments to improve the situation. First, people could set for themselves some conversation standards or develop a rudeness filter to avoid lashing out at others uncontrollably. This strategy could guarantee a certain decency of behaviour, as well as making them politer and more respectful. In addition, governments could allocate more resources into childcare programmes, thereby reducing abusive incidents. As a result, children’s self-esteem and confidence would be increased, making them well-mannered members of society.

In conclusion, although personal issues and long-term oppression could negatively impact daily attitudes, solutions including better long-term childcare or self-discipline strategies would promote appropriate manners. In my opinion, the situation would be improved greatly within the next 10 years if these ideas were implemented.

Recently, there has been an alarming trend of students struggling to focus at school. This can be explained by the popularity of social media applications and rigid adherence to a traditional teaching approach, and I believe the resolute actions proposed in this essay offer potential improvements.

To begin with, the aforementioned problem has roots in two main factors. The first one is distractions from social networking applications. Facebook and Instagram, for instance, purposefully strive for consistent engagement through positive reinforcement by pushing real-time updates on friends and viral videos that young users often find difficult to ignore during lessons. Another sound explanation is the monotony of classrooms. Many lectures lack relevance to real life, endorsing a repetitive course of tedious theoretical assignments and lectures while failing to motivate the students with varied content.

To address the underlying causes, I would propose two solutions. Firstly, schools should impose a complete ban of portable devices in classrooms. All personal handsets could be stored in a secure room, labelled properly to be returned to their owners after class ends. This would effectively block the stream of potential distractions from online networking sites. Secondly, educators should redesign lecture content to be more practical. For example, business schools could work in collaboration with enterprises to incorporate factual case studies and engaging biographical material about entrepreneurs. Once engaged, these students will be more likely to focus more fully on their studies, ensuring higher chances of success after graduation.

In conclusion, a great number of students nowadays pay little attention at school due to the advent of social media platforms and lessons largely irrelevant to their needs. However, if schools adopt handset-free classroom policies and modernize the curriculum, students will become more attentive.

When it comes to parenting, there has been long-standing discourse over whether children should be allowed to make mistakes. While some would argue that parents should not let their children make mistakes, I contend that mistakes are vital to fostering in children a greater sense of responsibility.

Adults should take a preventive approach to their children making mistakes if it is aimed at expediting the learning process. An adult can comprehensively instruct a child on how to do a particular task properly, eliminating the need for correction and re-learning. To give an example, children in China are diligently guided by their teachers in solving math problems using standardised methods developed by math professors working for the Ministry of Education. These methods have been proven effective in increasing rates of correct answers, allowing school teachers to move on to the next lesson more speedily. That at least partly explains why Chinese schoolchildren can solve some complex math problems by the end of primary school.

However, allowing children to make mistakes is developmentally better as it instills greater personal responsibility. For instance, when a child fails a test in school since he has not revised his lessons thoroughly, that child should face the consequences of his failure which might include low grades and detention. Hence the child learns that he should be better prepared for the next test. Without their parents interfering to prevent failures from happening, children cannot accept ownership of the situation and take corrective measures to address it. As a result, they are likely to become upstanding adults who are accountable for their own behaviours, striving to be their best to solve their own problems.

In conclusion, although preventing children from making mistakes can be a valid parenting approach to an extent, I hold firm to my belief that children should be allowed to experience failures to learn meaningful lessons. Thus, parents should be more relaxed with their children whenever they make an error to allow them to better learn and grow.

Recently, there have been more parents choosing to educate their children at home rather than having them taught at school. While there are clear disadvantages to homeschooling, I think they are largely outweighed by the advantages of a personalized curriculum for the child and the strengthening of bonds between children and their parents.

Admittedly, there are clear disadvantages to homeschooling such as potential deficiency in social skills and lack of accreditation. Firstly, children who are taught at home often lack essential social skills. Indeed, they can only interact with their immediate family and not make new friends. This context deprives them of the opportunity to interact with others and thus many children will likely have trouble behaving well in social situations. Secondly, homeschooled children sometimes struggle to attain accredited qualifications to enter tertiary education institutions. As parents are not authorized to issue diplomas like educational ministries, they will have difficulty in applying for university since many institutions such as those in Vietnam only accept diplomas that have been certified by the ministry of education. Thus, homeschooled children will likely have more limited opportunities to pursue tertiary education and build a successful career.

However, the advantages of homeschooling such as a personalized curriculum and stronger familial bonds between parents and their children cannot be ignored. Firstly, parents can construct a personalized curriculum that suits the needs and strengths of their children. For example, there were media reports recently about a homeschooled child from Japan who was able to solve complex calculus equations in under 30 seconds as the curriculum his parents had devised was centered around developing his math skills. Secondly, parents can forge a stronger bond with their children while teaching. Personally, teaching their children can allow parents to engage in meaningful learning activities and spend more time with their children, as opposed to the few hours they have in the evening if their children are sent to school. Consequently, they can be more understanding and patient with their child, strengthening the familial relationship between parents and offspring.

In conclusion, I contend that the advantages of a personalized curriculum and stronger familial bonds between parents and their progeny outweigh any perceived disadvantages inherent in homeschooling. It is advisable that the government implement policies that grant parents the authority to issue homeschooling diplomas that can be accepted by universities and colleges alike.

It has been argued by some that children should start learning formally by the time they become toddlers, but others state they should wait until they turn 7. While starting formal education early can help ease parental duties, I would assert that it is more preferable to delay formal schooling until children reach 7 years of age as it is less stressful for them especially during the pivotal stages of early childhood.

In most nations today, parents must resort to sending children to school early in order to have more time for work. A key reason is that with growing workloads and increasing living costs, they may be compelled to send their children to kindergartens and childcare centers, which can in turn afford them more time for work. In the US, more than half of children aged 5 and below are enrolled in either a kindergarten or a childcare center with the majority of them having at least one employed parent. This is mainly due to parents wanting to devote more time toward their careers, thus forcing them to outsource their child-rearing obligations to others.

However, postponing education until the age of 7 might engender better overall development. This can be attributed to the fact that academic study during children’s early years can lead to unwanted stress. Many young children are cognitively and emotionally unable to handle the often burdensome schoolwork and rules at schools. Hence, this practice is not necessarily ideal for those in the initial stages of their lives, who should be encouraged to enjoy their childhood rather than be over-burdened in their studies. In some Nordic countries, children do not start their formal education until they reach 8 years of age, with much of their early childhood education defined by play-based programs that emphasise fun and social skills. This has resulted in those countries boasting some of the best performing students in the world, often ranking highly in most educational surveys.

In conclusion, although sending children to school early can relieve parents of the burdensome pressure of parenthood, I contend that delaying their education until they turn 7 is more preferable since it reduces stress during their early years. Ultimately, national school boards should offer the option for parents wanting to wait until their offspring reach 7 years of age.