DOING THINGS THE “WRITE” WAY
Our generation is in quite a dilemma. We find ourselves in an era of seemingly fantastical technological advancements that often enhance education in various facets. The fires of curiosity burn brighter than it ever has in millennia. The human race continually pushed their limits and expanded their capabilities through the continuous pursuit of perfection. However, the dilemma lies in the domain we have not yet conquered: the domain of education. While we may have made significant progress on policy reform and restructuring the Common Core, I believe that there are still issues at hand that need to be thoroughly addressed. In order to avoid ambiguity, I will be discussing issues pertaining to expansion of innovative educational ideas.
The bonds that students share with education transcend any description utilizing erudite diction or vivid imagery. It is built on the foundations of mentorship, innovation, and trust. Sadly, those foundations seem to have been gradually deteriorating over the years. We have become first-hand witnesses to stringent school systems that are bent on implementing ineffective policies that inadvertently affect both teachers and students alike. While there may be some reason as to why the policies are implemented so, I passionately believe that there are better alternatives which should be considered and supported by the government to the best of its ability.
A prime example of this dilemma can be found in many high schools today. I attended high school in the state of Virginia from the year 2012 to 2016. Unfortunately, this was at a time where my school’s English standardized test scores were at an all-time low. Thus, we had been accredited with warning for years. Nevertheless, this obstacle gave birth to an idea; the idea to start a writing center. Deep Run, another high school in the county, had also created one and it seemed to improve their writing test scores significantly. Thus, we connected with them to learn more about their implementation procedures and strategies. When we first began to put it together, we received opposition due to funding policies that could not directly support student-driven endeavors even if they were overseen by supervisors who were teachers. The school eagerly spent money on athletics, and socials but when it came to investing in a cause that could have had a positive impact on the future of the school, they were hesitant. Thankfully, our hopes were not in vain; we were funded by a grant from one of our alumni. The writing center was comprised of a supervisor (English teacher), a lead tutor (myself), and six peer tutors. Students often set up hourly appointments to brainstorm writing ideas and also to have their essays reviewed. We also hosted writing workshops to discuss ways through students’ writing skills could be enhanced. This utilized this approach because we realized that students would grasp the material and build their skill sets effectively if they were taught by the very people they sat in class and learned with. By my time of graduation, standardized test scores had improved by eighty percent and we had been awarded full accreditation status.
Our story was one of numerous stories around the country where innovative ideas faced opposition when it came to realizing them. Not all of them came to fruition, however, I believe that education innovation is a cause worth fighting for if we wish to build a better future for our children and grandchildren. It is our duty and legacy.
