Category: Elementary School

Victorian society was divided up into three classes, the upper class, middle class, and the working class. This affected how the people living in this era were educated. The upper class was the rich families so they required the best tutors to provide their education. The next social ranking was the middle class. The middle class also owned and managed businesses and empires. The working class was the lowest class among the social ranking, also known as the skilled workers. Many children in the Victorian era had very little schooling if any at all. In 1870, the Education Act declared that all children must be granted an elementary education. The Education Act did not radically change society or the school system. Only the rich and the poor attended school, but it did not align with the life of the different classes. The children got to attend Sunday school, public school, or homeschool based on their social standing. Every child was guaranteed an education, but it was not an equal one. Education was seen as unimportant for the children of the less fortunate. The poor families needed extra help on their farms, so instead of sending their kids to school, they stayed home and helped with whatever chores needed to be done. Some children had to work to provide money for their families and had little time for school. The girls from wealthy families were taught at home, and the rich boys had an opportunity to attend school. were taught based on certain considerations. One of the considerations was their social standing in society. Poor families relied on their children for extra money. Families that lived in big cities found it difficult to send their children to school because of fees they would have to pay and the loss of income that the family would have had with the children being at school.

In the mid-1840’s the idea of schools called Ragged schools, were being introduced, it was a type of volunteer-led school. The Ragged school would help to meet the different needs in the community by feeding and clothing the children. They were also taught trades such as shoemaking and also domestic skills to help their family pay the bills. The government also began to pay for the training of the teachers. The training was needed to teach the future generation of young people, who would one day be leading the country. With the rising numbers of poor students still needing to be educated, the Ragged school was the only option.

By the late 1860 ́s, there had been a significant increase in the number of voluntary schools, attendance for the working class children was always high. The number of children who did not attend school had declined greatly. Throughout Britain, there were still a large number of children living in poor circumstances that were still unable to go to university. Britain went through an incredible, prosperous period of industrialization, and the British Empire grew. There was a great need for all British people to be trained to help drive Britain forward and be able to show the world to its citizens. Those young people are Great Britain ́s future, then the world ́s capital. The days were gone when it was appropriate to fear that they would become dissatisfied with their social standing by making disadvantaged children go to school and learn.

The government finally passed an Education Act in1870 to deal with the education of the young generation in Britain. Each child must have a position at school, and school buildings must have reasonable quality. Headteachers were now required to be qualified. To ensure that the curriculum they are offering met the new standards, schools across the country are checked and evaluated. New rules also meant that school boards could make school mandatory for children between the ages of 5 to 10 and 13.

The next major step towards compulsory education came with the Elementary Education Act in 1880. Ten years had gone by during which school boards had been given the choice of having kids go to school. Now, from their hearts, the state had taken the decision: These new laws meant that every child had to go to work. The 1891 Elementary Education Act was one of the most relevant laws to be passed towards the end of the century. It set new rules starting the basic education should be free for all, not just for those in severe poverty.

Unlike school today, you would expect to be cold at school as a Victorian child because there might not have been a flame to warm your room or school hall. If it was, you might have been so far away that the air could ́t touch you! Having most likely walked to school, you might spend your time in wet, cold clothes from your trip, depending on the time of year, and you would certainly be tired, sometimes kids would have to walk a long way to school! You ́d expect your instructor to check you absolutely when you got there and you’d have to be smartly turned out. Respect for your instructor was very necessary and during registration, you would bow to them or curt them. Learning, writing, and arithmetic would be the lesson ́s in the three R. Occasionally schools will teach geography, history, and drill, the PE counterpart of the victoria. You probably wouldn’t have had your own books; instead, they’d be distributed throughout the class and placed on your desk by the instructor, who’d be at the front of the room. You may or may not have a break depending on which school you went to! You’d be expected to pay attention and work to a high standard during the classes When you made a mistake, such as misrepresentation or even writing with your left hand, punishment would either be painful or humiliating and could either be a slap across cane knuckles or sent to the corner to wear the dunce’s cap, always shamefully with your head against the wall.

Education was very different towards the end of the century from what was before Queen Victoria took the throne in 1837. Although there was still a huge difference between the schools then and now, in the space of sixty years, there had been significant improvements. By the end of the 1800s, there were even libraries and pianos in many of the town schools. In addition to the three R ́s, the subjects studied could include sports such as cricketing, needlework, drawing, and craftwork, map drawing, geography, history, religion, gardening, and music. Special rooms for science and cooking had also started in some universities. In order to encourage progress and hard work, schools gave awards and prizes. People are closely monitored and people with excellent attendance could be given a Queen Victoria Medal in appreciation of the quality of the school and the dedication of the person. A very different story from the beginning of the century, every child in Britain, rich or poor, went to school now and there were 5.7 by 1900.

One of the closest and most valued relationships I currently have in my life is my relationship with my boyfriend. My boyfriend and I have been together for 6 years but we have known each other for way longer. We met in elementary school. A small school in a small neighborhood in the Bronx. We were always amazing friends which is one factor that I believe makes a relationship so great. My boyfriend, Isiah, had been my best friend since I can remember. When we were in elementary school we lived just a building away from each other. We would go over to his house to have play dates with him and his twin brother. Those little memories are what we value most in our relationship today. I often reflect on the development of our relationship because we have seen each other grow and come together. Time has flown so fast that we did not realize how far we came as friends when we started dating but I do remember every single big turn in our history together

Much of the growth aspects in our relationship history can be related to topics covered in Kassin, Fein, and Markus’ Social Psychology textbook chapter 9 on close relationships and attraction. The beginning of our relationship together began in first grade. Isiah and his twin, Jacob, were so noticeable because they were the only set of twins in the class and so very identical, everyone wanted to be friends with them and so did I. Not only were we in the same school and class but they lived just a building away from me. I discovered this when I would walk home from school with my grandpa and see Isiah and Jacob walking in the same direction to the same street. It was hard for me to believe. I related this aspect of our relationship to “The Proximity Effect” (Kassin, Fein, Markus 2016). The Proximity effect refers to “physical proximity or nearness” (Kassin). In my case the first attraction I had to Isiah was the fact he was so close to me all the time, going to school, in school, and going home. I believe the fact he was so close to me had to do with the development of our friendship as well as our relationship. I think had we not been as close as we were, things might have been different. Not so much that we were in different classes but if he lived further then the growth may have been hindered. Not only did we go to the same elementary school but we also went to the same middle school. By the time we were in middle school, also in the same classes, it was not just about proximity anymore but “the mere exposure effect” came into play (Kassin).

Time has passed and Isiah and I are now in middle school which means from first to fifth and sixth to eighth grades I have been exposed to him. The mere exposure effect explains that “the more often people are exposed to a stimulus, the more positively they evaluate that stimulus” (Kassin). This is exactly what happened in our case, our relationship blossomed because we saw each other positively so often. The more we noticed that we were in the same places at the same time the more we wanted to speak and hang out. Learning about the mere exposure and proximity effect helped me notice how far Isiah and I have come. When we were growing up together we did not understand that these factors are what was bringing us together but now that we understand that we are grateful because it has given us a foundation to build off of.

Although we were in the same middle school which was in the same neighborhood as our elementary school and our homes, Isiah had moved. Even though he moved we still hung out just as much as we did when he lived a building away. It has shown me that Isiah enjoyed being with me and that is when I noticed our relationship was not based solely on familiarity anymore, physical attractiveness began to play a role. The first time I noticed myself being physically attracted to him was when I saw him smiling at me when I was telling a story. For some reason, at this moment I was drawn in by his smile. He had always laughed and smiled with me but this one caught my attention. I knew I was not attracted physically but emotionally he made me happy and luckily enough he felt the same way. At this point, we were about to graduate from middle school, and even though we knew we would be going to different schools we were not worried. We had established a relationship together off the foundation of friendship so it was strong. Isiah and I did not want to think about the distance aspect of our relationship. He had moved to a different borough and would be going to a different high school but we tried our best to focus on the positives. We made time to hang out during the weekdays and ends and we were on the phone a lot. In social psychology, this is called “Social Exchange Theory” where couples “maximize benefits and minimize the costs” (Kassin). In this sense, we were maximizing benefits by focusing on the positives and keeping each other happy, and minimizing costs by avoiding arguments over uncontrollable factors. Isiah and I have been unconsciously following this theory since we graduated middle school and I feel it is one thing that has kept us together this whole time.

Another beneficial factor Isiah and I focus on to maintain a healthy relationship is equity. Equity theory is described as “the ratio between benefits and contributions is similar for both partners”. I think it is important to note that equity is not split in half and by this I mean it is not going to be exactly 50/50 in the relationship. This does not mean that having a relationship where equity is always 60/40 or 45/55 is okay. Relationship equity should vary back and forth in terms of one partner doing a bit more at one point of the relationship and the other partner doing more at another point. In the end, there should be a balance in equity.

Granted, our relationship has not been just peaches and cream. No matter how hard we tried to stay positive and not give in to arguing we have had our fair share of conflicts. As we got older, time became more of an issue for us. We wanted to see each other just as often if not more but high school got serious with the college process and we got jobs. Although we noticed we were struggling with making time for each other we stood together because we knew we still had something beautiful and worth working on. When we did find the time to meet up we engaged in self-disclosure sessions. Self-disclosure is a “revelation about the self” made to others (Kassin). We decided that self-disclosure would be in our best interest, especially during conflicts, because it was a chance to express our feelings for each other. Although we still have disagreements and small conflicts here and there Self-disclosing has healed our issues which we are thankful for. I think Isiah and I were drawn to using self-disclosure to mitigate our issues because we have always been honest with each other. Self-disclosure has allowed us to learn more about each other and use that information to help grow our relationship. Through communication and conflict, we have learned how to respond better to each other in our rough patches. We have learned that responding negatively because one has done the same only stunts our growth. One time we went a few weeks barely speaking because we kept speaking with attitude and sarcasm. Eventually, we realized that this negativity was hindering our development and through communication, we changed that. Chapter 9 labeled these negative responses as “negative affect reciprocity- a tit-for-tat exchange of expressions” (Kassin). Ironically, Isiah and I came back to speak to each other maturely the same way after those few weeks passed. Thankfully we acknowledged the harm this style of communication was doing to the growth of our relationship.

As we have grown together I have come to realize how strong we are as individuals which I think only makes our relationship stronger. Often in a relationship, a partner loses themself. By this I mean it is easy for a partner to get lost in their significant other. I believe in order for this to happen a partner would have to not fully develop a sense of self and identity. Not developing a sense of self and then entering a relationship can severely injure the self and the relationship. In my case, Isiah and I have been friends for so long that we have seen each other grow individually. We have watched ourselves develop a sense of self so when we got together we did not lose our sense of “I” when creating a sense of we. The chapter mentions culture as a factor influencing relationships and it explains “individualism leads people to give priority.. to their own feelings” (Kassin). Individualism is what Isiah and I have established before coming together and it is the reason we put much thought into tough decisions. We consider our feelings as well as each others considering a relationship is not one-sided. Only thinking about what your significant other feels can leave a partner feeling unwanted and uncared for. That is one thing I would never want Isiah to feel, I care deeply for him as he does for me.

The chapter goes through stages of relationships and the last stage is obviously termination. Although he and I have yet to get to, even near, the breakup stage I do hope that if and when it ends it would be amicable. Isiah has always been and will always be my friend before anything. I value our friendship as well as our relationship but if a relationship is something we cannot continue to have then I hope to have his friendship. He has stood loyally by me and I believe he would want the same if we could no longer continue our relationship. Isiah is my best friend and I could not be happier with him. We both have jobs and go to college full time but he puts a smile on my face as if we were still in elementary school. I am thankful to have someone as special as him in my life and I tell him this every day as he does me. Even while writing this paper I feel closer to him and feel like tracing our development has only strengthened my love for him. I am proud of the growth we have established together and truly hope it becomes more secure as our futures come upon us.

Works Cited

1. Social Psychology, 10th Edition – Cengage. (n.d.). Retrieved from https://www.cengage.com/c/social-psychology-10e-kassin/.

When it comes to perfect school I have many high expectations and qualities a school needs. If I compare my current school to a perfect school. There would be many differences but also some similarities. The qualities that my perfect school would have are leadership, goals that they need to achieve, organization, working together as a community, and equity and access. To start my perfect school I would have 3 separate buildings that are close to each other. One building for only elementary school, one building for only middle school, and one building for only high school.

My elementary school, middle school, and high school buildings will be very spacious and always up to date when they need to be updated. They will have a variety of different hallways that are wide and roomy. In the hallways, there will be snacks and drinks for the students and teachers in case they need more energy throughout the day to keep them going. The building will have lots of windows for fresh air. I believe the most important part of a school is the teachers. The teachers have to be very educated and knowledgeable. A teacher’s attitude should always be positive no matter what. A teacher’s attitude reflects on the children and how their attitude is going to be throughout the day.

A teacher will also have to be very hardworking, they should put a lot of effort into preparing lessons, grading work and giving extra time to children who need that extra help. They have to be passionate about going to school and try their best to make the students passionate as well. They have to be determined that every student will master their subject. I also believe that it is very significant for a teacher to be a remodel to the students and to other teachers. Another very important part of a school is the admin. The administration is principals, and deans, are very knowledgeable. Usually, the jobs of administrators are to ensure that all schools, teachers, and counselors, are working together as a community towards a common goal.

Administrators makes schoolwide decisions that affect everyone in the school they also provide educational leadership. The administration should also value students’ voices and opinions. School administration make policies and procedures that the school has to follow. They also create educational goals for the students to achieve. There are many high-ranking policies that need to be followed in every school. For example, I believe Attendance Policy, Bullying Policy, Respect Policy, and student Discipline are the main policies a school could have.

School policies are important because they help a school set up rules and procedures. They also help schools create standards of quality for learning and staying away from danger, in addition to expectations and responsibility. Without these policies, schools would lack organization and rules that need to be followed. I believe it is very important to have a variety of after-school activities for every grade level. Joining after-school clubs will not only get you out of your comfort zone and give you a chance to meet new people who have the same interest as you but will also give you professional experiences depending on what club you join.

For elementary schools, they will have a modern and updated playground outside during summer, fall, and spring, and inside during winter. In all 3 schools, there will be a cafeteria inside and a picnic spot outside. The cafeteria will be clean and have fresh healthy food and the lunch ladies will have to be experienced. There also has to be a gym in the school. The gym to be huge, because we will have a number of activities and sports. We will have an outdoor soccer field, a volleyball court, a tennis court, a basketball court, and a football field. I think it is likely that the more outdoor activities there are the more active kids are. Staying active increases students’ physical, mental and social health. I also believe that staying vigorous decreases students’ stress levels.

The benefits of having outdoor occupations are having a healthy physical development, acquiring Social Skills, having a positive mentality, and having fun outdoors. Another very important resources are electronics. I would get all the middle school and high school students’ MacBooks. Middle schoolers and High schoolers type more so a MacBook should come in handy for that. I would give the elementary students ipads. Elementary students aren’t doing as much typing as middle schoolers and high schoolers. Elementary students will also have more apps for their age on their ipads. There are pros and cons of allowing electronics in schools. Some pros are it prepares us for the future, we can use it for educational purposes. A con is that they can distract the students.

Hello, boys and girls!

Today, we gather here to talk about something very special—Veterans Day. It’s a day when we come together to say thank you to some incredible people called veterans. Now, you might be wondering, “What’s a veteran?” Well, a veteran is someone who was in the military, like the Army, Navy, Air Force, or Marines. They are heroes who help keep our country safe and protect our freedoms.

Imagine if you had a superhero who wore a special uniform and did amazing things to make sure you could be safe and happy. Well, veterans are a bit like those superheroes! They wear uniforms too, and they do brave things to keep our country strong and free.

You know, freedom is a big word that means we can do things like go to school, play with our friends, and say what we think. But guess what? These freedoms don’t come easily. Our veterans work really hard to make sure we can enjoy them. They leave their homes and families to go to faraway places to make sure we are safe. They are very brave!

Have you ever heard stories about soldiers in history who fought in big battles? Well, those were the veterans of the past. Veterans Day helps us remember and honor all the heroes from long ago and today. It’s like a special day to give them a big thank you.

When you see a veteran, you might notice they wear special badges or medals. These are like little awards they get for being so brave and doing such important jobs. They might also have hats that show which branch of the military they were in. When you see a veteran, you can say, “Thank you for your service!” It will make them smile and feel appreciated.

Now, I want to tell you a secret—veterans have some of the coolest stories to tell! They can talk about traveling to different countries, learning how to fly planes or sail ships, and even working with really clever animals. By listening to their stories, we can learn about all the different ways they helped our country.

And guess what? We can learn some important things from veterans. They show us how important it is to be brave, to work together as a team, and to never give up, even when things are tough. They teach us about being kind and helping others, just like they help us.

So, on Veterans Day, when we see the American flag flying high and hear people playing music to honor our veterans, we remember all those heroes who keep us safe. We think about the families who miss them while they’re away, and we say thank you for their sacrifice.

Boys and girls, let’s make a promise. When you see a veteran, give them a big smile and say, “Thank you for your service!” Let’s also remember that we can be heroes too by being kind, helping others, and showing respect for our country.

Today, as we learn about Veterans Day, let’s remember that it’s not just a day off from school—it’s a day to be grateful for our veterans, a day to learn from their stories, and a day to remember that even the smallest act of kindness can make a big difference.

Thank you, veterans, for everything you do. We are so proud of you and so thankful for your service!

Thank you, boys and girls, for listening. Let’s celebrate Veterans Day with joy and gratitude!

Famously known Albert Einstein said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge” (1). Based on Einstein’s ideas, being a teacher extends far beyond providing basic classroom instruction, formatting daily lesson plans, and taking attendance regularly. Today, teaching has become an increasingly multifaceted profession as teachers assume parental roles and work as a role model for their students. The common perception of a teachers role in society has shifted dramatically as once teachers were given a strict curriculum to abide by with instructions pertaining to the form it should be taught in. However, teachers have now been openly encouraged to adopt different personas while instructing to accommodate each student’s individual needs while simultaneously teaching students life skills which will allow them to be of value in society. Thus, teachers have begun to look for innovative ways to engage students and through the incorporation of hands-on learning activities in the classroom, children have become routinely programmed to follow instruction which has positively altered their classroom expectations and willingness to learn.

Hands-on or experimental learning refers to learning through experiencing the material first hand. This learning style is not a recent idea but rather quite ancient originating from the work of Aristotle. In his work, Nicomachean Ethics, Aristotle notes that “for the things we have to learn before we can do them, we learn by doing them” (1). Aristotle’s words have become increasingly popular on the educational front today as teachers have adapted this model of learning through experience to develop students intellectual and social skills. However, for this learning system to be effective, the student must be willing to engage and reflect on their personal learning experience while utilizing analytical and problem-solving techniques to process the concepts being presented. Yet, engaging in this new teaching method can sometimes be difficult for young children so it is clear that hands-on learning can be used in some situations more effectively than others. For example, a child cannot learn how to ride a bike through the exposure of the steps in a classroom, rather, they must go outside and physically step on the bike to try it out. However, the concept of hands-on learning is not flawless, as there have been downsides documented. Critics claim that hands-on learning would be more productive if paired with the elements of traditional learning. This is valid in the case of higher education, but in elementary education leaving teaching techniques up to the teacher’s desecration is more beneficial to the classroom setting as a whole. Young children typically have short attention spans and a fully developed hands-on learning system is the best methodology to utilize in an elementary classroom as children will be more engaged and able to actively participate in the class.

Primarily in elementary school classrooms, teachers are strong advocates for rule- following and enforce this through reiterating expectations at the beginning of every class. A universal classroom rule is to raise your hand if you would like to speak in class. However, the system of hands-on learning challenges this guideline as teachers understand that children learn different ways: visually, auditory, kinesthetic, and tactile. Hands-on projects engage students who require movement to learn best, kids who must talk about what they’re doing, and those who must see what everyone else is creating and learn from others. There are many alternatives to the act of hand-raising that teachers have implemented into their classrooms today. Some teachers provide students with red and green colored cards so that rather than raising their hand, students have a concrete object in front of them to enable their learning. Generally, the red shows the teacher that the students need help while the green shows that the students are doing well with the task. Through this methodology, the idea of a traditional classroom is transformed into that of new opportunity for the students as classroom expectations are altered for those who are normally used to sitting in their desks and following teacher instruction for long periods.

For teacher’s lesson planning is a crucial factor in managing a successful elementary classroom as the student’s willingness to learn new information originates from how it is presented. The process of planning a lesson begins with establishing objectives where the audience, behavior, conditions, and degrees must be identified. Audience refers to those who are learning while behavior measures the skill which students will demonstrate. The equipment used to measure a specific skill and how well the students fulfill the designated skill requirements covers the conditions and degrees of educational planning. As a teacher, beginning each lesson with immediate instruction is very effective if presented engagingly. Rather than jumping right into the lesson, an ice breaker between the students or a game related to the lesson is a better alternative. In hands-on learning, atmosphere activity remains the most important part of instruction in the classroom. Several teachers encourage individual work time but small group activities have become increasingly popular increasing social interactions while learning new problem-solving techniques at the same time.

Establishing a hands-on learning classroom requires more planning on the teachers part but in return, teachers are providing for those children that require movement to reach their full potential. To increase the amount of time students spend hands-on teachers have explored different methods proved to be effective. Adding different tools like number charts and lines, puzzles, drawing materials, and models in stations around the room both support individual learning and provide children with the opportunity to engage with their hands and minds. As an assessment teachers have begun to have students record their learning projects through flip books with a page dedicated to what was learned at each station. Elementary educators also suggest that keeping kids moving between observation, visualization, and collaboration stations add variety to the routine which the kids learn to respect. For each station some teachers have even started grouping children by similar interest so project engagement is increased and those kids with similarities can do what they enjoy, keeping them occupied, and begin to interact with those students similar to them. This pedagogy of establishing both a successful social and learning classroom allows children to establish an individualistic knowledge and engage themselves while also learning how to interact with children who have the same goals as them.

The famous Greek rhetorician Aristotle first introduced the concept of ethos, commonly associated with credibility. However, the meaning of ethos extends far beyond its denotation and most likely constitutes trust, reputation, and character. Aristotle suggesting that ethos is not obtained through rehearsal but rather through knowledge obtained through accomplishments. Teachers take the concept of ethos into practice daily in their classrooms, especially in elementary classrooms as young children begin to associate the teacher with a mother figure and believe that they are a superior being. In the academic book, Best Practice: Today’s Standards for Teaching and Learning in America’s Schools, authors challenge the method of “good teaching” making the argument that successful teaching is rooted in teacher’s professional knowledge paired with their ability to transfer this knowledge to the students in a meaningful manner. The idea of professional ethos in a classroom refers to the teacher’s ability to understand what is best for each student and to apply this knowledge with professional practice. Aristotle additionally described the rhetorical situation as “the ability to observe in any given situation the available means of persuasion” (1). This idea of rhetoric has commonly been explored by writers to persuade but can also be applied in the classroom for teachers to better understand what they are teaching and who it is directed towards. Understanding rhetoric in the classroom allows for the teacher to process why the students may not be making connections with the information presented and addresses a common misconception teachers have that the second they step foot I the classroom, the students will automatically see credibility when in reality ethos is necessary for convincing the students.

It is common for elementary classrooms to be filled with an abundance of emotion. Thus, pathos is used regularly in the classroom as teachers must be prepared for anything their students may be feeling regularly. Emotions are a significant part of development and it is common for kids to feel frustration on things adults perceive not a “big deal” like breaking a pencil but sometimes kids behavior is triggered from some extrinsic force, like issues at home. Thus, teachers must be able to read their student’s emotions and utilize pathos to sway students behavior, leading to more effective classroom management. By connecting with students emotionally, teachers can gain trust from the students and adhere to the expectations kids have in a classroom setting being away from home.

In literature, logos refers to the use of logical argument paired with evidence to support a specific point of view. Yet, in an elementary classroom, a place so full of emotions, it may seem hard to appeal to the students in a logical way. As young kids starting a new school away from home there may be fear, crying, which leads to a lack of interest and concentration on what the teacher is trying to present. However, appealing to a students sense of reason requires drawing upon facts and research to convey a message. In elementary classrooms, students logical minds are still developing which makes it crucial for the teacher to incorporate games, reading groups, and time set aside for therapeutic activities such as coloring, to ease the transition. Young kids need a routine rather than be walking into the classroom and immediately starting instruction or beginning with a learning counting game or group reading session. Teaching young kids should not be lecture-based like a high school or college classroom and should not be heavy with information like middle school-aged children. Rather, with the young children teaching should be interactive, expressive, where the children can learn to appreciate what the teacher is doing for them, develop a relationship away from home, and grow socially and intellectually.

Hands-on learning, in the simplest form, is the process of learning by doing and to be frank, children are natural hands-on learners. Take an infant as an example. Infants don’t learn from lengthy lectures or daily worksheets but rather through exploration of the environment. This type of exploratory learning is what elementary educators are beginning to incorporate into the classroom but this education does not solely depend on the educator but the parents too. Parents must set a foundation which can be built on in the classroom and this can be executed in a variety of ways. For example, legos and other open-ended building toys are a great start as the endless possibilities for creation teach children problem-solving skills as they can take an idea, correct when needed, and try again. Getting children involved around the house is another way where they can get exposed to new tools. So, while parents build the foundation at home teachers are responsible to complement this role of a parent, supporting their students and encouraging them to build a connection with their work enjoyably. A successful teachers role is not entirely consumed with academics but requires a sense of purpose, clear objectives, positive attitude, and a clear communication network. What students take away from there years at school are not all the A’s they got on assignments, but rather a teacher, a role model, who was passionate about their job and enlightened their minds to embrace greatness.

The Department of Education (DepEd) shall administer the Language Assessment for Primary Grades (LAPG) for grade three learners and National Achievement Test (NAT) for Grade 6 learners nationwide (DepEd Order No.: 19, s. 2014). It is a program that will develop and aims to assess the reading skills of grade three learners in terms of their comprehension and grammar in the three languages: English, Filipino and MTB. Based on the Department of Education records on the National Achievement Tests results from 2005 to 2010 showed that elementary and high school level students have a declining achievement rate on the said assessment. It has been a challenge among educators in selecting a useful assessment tool that can measure students’ language proficiency.

Therefore, the researchers have taught of using performance and product assessment tool to determine the level of language proficiency of students. This study aims to determine the effectiveness of the implementation of LAPG for Grade 3. The primary focus of different government in the Philippines and other countries is Education. Governments work hard to ensure that their colleges, universities and basic education centers continue to provide an instrument or tool that can make its citizens intellectually skilled and be able to contribute to the national economy (Hardcastle, 2010). However, DepEd noted empirical studies like, the Lingua Franca Project and Lubuagan First Language Component Program, showing that learners learn to read more quickly in their first language. The study revealed that pupils who have learned to read and write in their first language learn faster to speak, read and write in a second language and third language than those who are taught in a second or third language first. In terms of cognitive development and its effects in other academic areas, pupils taught to read and write in their first language acquire such competencies more quickly (DepED, 2009).

The challenges of every educator for the new curriculum being implemented by the Department of Education contribute benefits to the learning of the pupils. It provides long term benefits like higher self-esteem, greater confidence and high aspirations for schooling and life (UNESCO, 2006).The mother tongue classrooms allow children to express themselves, contribute to discussions and develop their intellects as conversations are carried out in a familiar language. Instruction through a language that learners do not speak has been called ―submersion‖ (Skutnabb-Kangas, 2000) because it is analogous to holding learners under water without teaching them how to swim. Mother tongue is an essential foundation for all learning and thus, it is important that all children use their mother tongue when they enter the school for the first time (Ricablanca, 2014). This investigation aims to compare the listening and reading skills in LAPG; the levels of reading and listening skills of Grade 3 pupils and their academic performance in English, Filipino and MTB; Number of Learners in Each Level of Reading Proficiency; and the NAT and LAPG Results per Academic Year. Listening is the very first skill we expect students to exercise in the language classroom in order to measure student’s comprehension and attentiveness, and also to develop metacognitive knowledge through raising consciousness of listening (Mendelson, 19980). Listening is as an important component in the process of second language acquisition (Feyten, 1991). Listeners must be able to discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intention, retain and interpret this within the larger socio-cultural context of the utterance (Wipf, 1984). In the field of Language teaching, Reading is the most thoroughly and widely studied among the four language skills (Pardede, 2010). To develop the pupils’ reading ability we should improve our reading lessons by implementing the best method and techniques provided by theories. There are two theories that can develop listening comprehension and can also explain the nature of learning to read. First is the “bottom up processing” or the traditional theory which focuses on the printed form of a text where they use linguistic knowledge to understand the meaning of a message. And the second is the metacognitive view theory or what we have known as “Schema Theory” which emphasizes the involvement of the reader’s thinking about what he is doing while reading that is based on the manipulation and control that the reader can have understanding a text.

The Bottom up processing or the “Traditional Theory” was influenced by behaviorist psychology of the 1950 namely: Flesch in 1955, Gough, LaBerge and Samuels in 1985. It was based upon the repeated association of a stimulus and a response that forms a person’s habit through drills, repetition and error correction including the learning of language through conditioning processes and reinforcement (Omaggio 1993: 45-46). According to Gray and Rogers in 1987, the main method associated with the bottom up approach to reading is known as “phonics” in which it requires linking the words into phrases and sentences and readers decode the text word by word in a defined sequence that requires the pupils to match the letters with sounds. Another theory that closely related to top down processing is called the “Schema Theory”. Some suggested it was first introduced by Jean Piaget in 1926 but was further developed mostly in 1970 by an American Educational psychologist, Richard Anderson. But in another study, Schema Theory is one of the cognitivist learning theories introduced in 1932 through the work of the British psychologist, Sir Frederic Bartlett. This theory describes how the past experiences lead to the creation on mental frameworks that help a reader make sense of new experiences (Smith, 1994). It describes the interaction of concept information from the text that is shaped and stored in the reader’s memory (Adams and Collins, 1977). From my point of view, this theory seems as a vehicle for searching memory for previously read material and reconstructing meaning. We can make connections between information in the text on what we already know if we use Schema Theory. Figure 1 illustrates that to develop the students in both skills, two theories were developed to enhance listening comprehension and student’s reading ability. First is the Bottom up processing or the Traditional theory and second is the Metacognitive View theory or Schema theory. Language Assessment for Primary Grades of Elementary Learners consists of two macro skills: Listening and Reading. Reading and Listening are receptive skills so when the students are listening they are also advancing their language skills. Listening skills can be used to develop essential language skills with students of all reading abilities and thus can influence and enhance their reading comprehension.

The researchers are going to compare the listening and reading skills in LAPG; compare the academic performance of the students in English, Filipino and MTB; and compare the NAT and LAPG results per Academic Year. Quantitative method was used specifically on trend analysis design. Trend analysis is a statistical procedure performed to evaluate hypothesized linear and nonlinear relationships between two quantitative variables. It is commonly used in situations when data have been collected over time or at different levels of a variable; especially when a single independent variable, or factor, has been manipulated to observe its effects on a dependent variable or response variable. Hence, these designs were employed in this study to spot a prevalent trend within a user group and/or to determine how a trend developed/would develop over time. The study was conducted at Pardo Elementary School. The target population for this research is the 40 Grade 3 pupils of Pardo Elementary School where the researchers have collected data from their NAT and LAPG results from 2011-2015. The researchers chose Pardo Elementary School as the target population since they rank average for 3 consecutive years in their NAT performance in 2011-2014 and rank 22 in LAPG in the year 2014-2015 among all schools in the Cebu City Division. In this study, the options, perceptions and attitude of the learners were sought on Grade 3 academics specially focusing on the three subjects namely English, Filipino and MTB as to determine how pupils understand questions using the said languages.

The researchers first submitted a letter to the Cebu City Division Office to asked permission to request data needed for our study and then we showed the letter to the principal of Pardo Elementary School to collect data from the result of their NAT and LAPG from 2011-2015 and their guidance counselor gave us the said information then the researchers compared the results. These are the data which the researchers gathered from the records of Pardo Elementary School as our respondents. These showed the 2 macro skills namely Reading and Listening; Academic Performance of Grade 3 Pupils in English, Filipino and MTB; Number of Learners in Each Level of Reading Proficiency; and the NAT and LAPG Results per Academic Year. In Table 1, the data showed that the students excelled in Listening skills than in Reading. Most of the students belonged to satisfactory level in listening skill since they were more paid attention on it; this implied that students can comprehend well when the teachers were the one to read. Furthermore, only few students are poor in listening for they cannot understand what was being asked, with this connection only few students did not meet expectation. However, in reading skill most of the students belonged to poor level because some students were syllabic and slow readers and most of them have poor reading comprehension therefore there were few students belonged to excellent level in reading and they were the independent students who were fast readers and can comprehend what was being read. Hence, the highest level of LAPG skills of the respondents was listening. In Table 2, most pupils excelled in MTB and were less competent in English and average in Filipino. Though none of them failed in any of the three subjects, a lot of them are in the Approaching Proficiency stage in English, Filipino and MTB. There are 5 students in MTB who are Proficient, 3 students in Filipino and only 2 in English. There are 28 students who are in the Approaching Proficiency stage in MTB, 27 in Filipino and 20 in English.

There are only 7 students who are still in the Developing stage in MTB, 10 in Filipino and 18 in English. In Table 3, it showed that English is the most difficult language for the 40 students of Pardo Elementary School since 2 out of 40 is a non-reader and most of the learners are Frustrated Learners in which they are syllabic or slow readers with poor comprehension and only a few students are Independent readers who are fast readers with good comprehension. Filipino is the second most difficult language for them since there are 11 frustrated students, 16 students that are fast readers but have poor comprehension, 6 students that are slow readers but with good comprehension and only 7 students who are independent readers. MTB is the least difficult language for them since it is their lingua franca, wherein there are 9 independent readers, 9 frustrated readers, 12 instructional 2 readers and 10 instructional 1 readers. In table 4, School Year 2011-2014 showed the NAT results while School Year 2014-2015 shows the LAPG results of the students in Pardo Elementary School. The respondents in 2011-2014 showed that there is a decline in every subject in terms of Reading and Grammar. It shows that the students are weak in grammar than in reading. It also shows that for the past 3 years there is no improvement in the students’ performance in their NAT compared to the result in their LAPG wherein there is an increase. The implementation of LAPG for grade three students is more effective compared to the implementation of NAT. It can test better the student’s abilities, achievement, and can determine the students’ academic levels, strengths and weaknesses in the three languages. It also proved that students excel in Listening than in Reading.

Students know all words but that doesn’t mean they understand what they read. All subjects require reading comprehension including Math and if a student has poor reading comprehension it can lead to low grades and poor test scores. MTB is easier for students to understand and comprehend since it’s their first language. Students are quite familiar with the Filipino language because it is the language mostly used by the media. Students were poor in English even though it is the universal language because the structure and grammar is quite difficult to learn. The Department of Education may have recorded the percentage of the increase and decrease of performances of the NAT and LAPG assessment from different academic year yet investigating and knowing the causes of the declining achievement rate from the past consecutive years have not yet been studied at length. DepEd and CHED should find a solution at the statistics from which it should present the truly sad state of disregard or neglect of education in our country. Despite the DepEd memorandum No.222, s.2013 about “No read, No move policy”, the students reading disabilities and its remediation were still left unresolved. Numerous students with low reading skills can still be promoted to the next grade level hence reflecting poor performance in school. We recommend that Teachers should give attention to students with poor reading and comprehension skills.

They should give constant remedial session to improve the students’ reading and comprehension skills. They should encourage the students to read a lot of books and take down the words they are unfamiliar with for better vocabulary and to summarize or recap important points to have better understanding and retention of the topic being read and while their classmates are sharing they are also listening and at the same time can practice both their reading skills and listening skills.

Educational institutions (schools, colleges, and universities) in Pakistan are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lectures in a classroom. Although many educational units have also started blended learning, still a lot of them are stuck with old procedures. The sudden outbreak of a deadly disease called Covid-19 caused by a Corona Virus shook the entire world. This situation challenged the education system across the world and forced educators to shift to an online mode of teaching at once. Accordingly, various measures by the school education department (SED) have been initiated to implement social isolation strategies, and online teaching is followed with rapid curriculum transformation in the shape of Tele School Program (PTV) etc. The online delivery is more convenient, as it can provide vibrant and dynamic teaching and learning environment. However, due to time constraint, the curriculum transformation is anticipated to occur rapidly without sufficient preparation. The collected information were analyzed and based on the analysis outcomes, recommendations were forwarded to serve as an input for future strategies and policies and to improve the performance of teaching learning activities during similar circumstances. Hence, it is recommended that government should provide all facilities regarding virtual learning for future and also training by conducting workshops and seminars on modern lines to make them able to utilize modern techniques.

The deadly and infectious disease Corona Virus also known as Covid-19 has had a profound effect on the global economy. The crisis has also shaken the education sector, and this fear is likely to hit the education sector around the world. The Covid-19 outbreak has forced all institutions to remain temporarily closed. Several areas have been affected around the world and there are fears of loss in this ongoing year or more in the future. Various schools, colleges, and universities have stopped teaching about people. According to a research study, it is uncertain to return to normal teaching at any time. As social distance is at the forefront of this phase, this will have a negative impact on learning opportunities. Educational units strive to find options to deal with this challenging situation. These circumstances make us realize that climate change is an urgent need for educational institutions (Rieley, 2020). This is a situation that requires personality and unity. There is an urgent need to protect and retain our students, intellectuals, academic staff, communities, communities, and the nation as a whole.

Several issues are linked to e-learning. Accessibility, flexibility, learning theory, lifelong, and policy are some of the issues related to online teaching. It is said that online learning can be easily accessible and can reach out to rural and remote areas. It is considered the cheapest mode of education in terms of low travel costs, accommodation, and the total cost of institutional-based education. Flexibility is another exciting thing to learn online; the student can plan or schedule their graduation time available online. Combining face-to-face presentations with technology provides an opportunity for integrated learning with interrogated classes; this type of learning environment can increase students ’learning ability. Students can learn anytime and anywhere, thus developing new skills in a process that leads to lifelong learning. The government also recognizes the growing importance of online learning in this developing country.

The outbreak of corona virus, which started as pneumonia for an unknown cause in December 2019 in Wuhan, China, is now rapidly spreading from Wuhan to other countries. On March 11, 2020, the WHO declared COVID-19 an epidemic. In Pakistan, the primary case of COVID-19 was reported from Karachi on February 26, 2020. This brief interview was designed to illuminate the corona epidemic within the country.

The decision to postpone or suspend the curriculum isn’t taken lightly as in many countries; mainly determine the selection of future subject. It absolutely was a difficult decision as there are such a large amount of options to decide on from, perhaps not the proper solution but our key strategy was to involve as many participants as possible, including students, parents, teachers. Precautionary measures are taken at the varsity premises, including masks. Parents and students are concerned. To adapt, Government is reviewing the curriculum and specializing in beneficial assessment. Impartiality troubles are a serious concern in Pakistan with many regions without electricity and internet access. There are several research options, starting from extending the year, using online tests or curriculum summaries. All decisions are made within the context of uncertainty, supported variety of things, from serious health and safety concerns to making sure equity and civil right in trials and tests. Therefore, it’s important to assess the impact of real and virtual reality in elementary schools.

The study was significant as it may be helpful for elementary school teachers to know and apply the better understanding of I.T in their schools. It may be helpful for the teachers to modify their teaching methods. It may also be helpful for the education policy makers to devise good technologies practices at elementary level. In intentionally within the community to change and new ideas, presented discussion, and most available to serve the current success and research-based approach to students, it was reacted to form.

Things have begun to look totally different, however, within the wake of the present, novel corona virus COVID-19 pandemic, since the complete world is below imprisonment. It’s the time of the year once educational and teaching activities are fully swing in most elements of the globe. The present pandemic state of affairs has made-up the means for a ground take a look at of virtual learning as a distinguished tool of learning within the current times and for future.

Schools, colleges, universities, corporate, and even world bodies and many-sided organizations just like the UNO, WHO, and G-20 have had to modify to the lesser-used virtual mode of learning and communications. These circumstances stand as a contributing take a look at for firms providing virtual learning platforms and services like zoom, sheet, Desire2Learn, Cisco, Microsoft, etc.

Since the present state of affairs has forced the usage of virtual learning uniformly, it’s currently the correct time to live the students’ expertise with virtual categories. The education sector ought to use the chance to grasp the present loopholes and manage the addition of virtual learning in their existing learning system. Beyond any doubt, the present pandemic has diode to the testing of a spread of online systems on a large scale, together with education.

An effective virtual room is one that creates use of multiple communication channels, like online virtual meeting code, chat rooms, messaging, voice calls, and conferencing choices. This can be in order that learners with varied preferences square measure all ready to proceeds equall

Digital whiteboards file sharing, virtual meeting applications, and chats facilitate cooperative learning between students.

Virtual learning specialize in students and their period of time education, in contrast to pre-recorded videos that square measure extremely teacher-centric. Students will raise queries, clarify ideas and discuss topics in real time.

Virtual learning creates learning online feel abundant less robotic. Human action is vital to the success of combine education system; virtual learning guarantee learners square measure ready to interact and chat with peers and lecturers while not compromise.

We’ve rounded up instructional trends and problems you have to to keep an eye fixed on and think about researching for your area. Some, like social-emotional learning and digital citizenship, have long been important and they’ll need even additional focus this year.

Due to the COVID-19 pandemic and alternative world events, teachers and families could all be additional weak than ever. While we have a tendency to don’t totally apprehend what the 2020–2021 year can appear as if nevertheless, it’s certain that taking care of your overall health and well-being are essential for kids, teachers alike. You’ll need to incorporate assignments that facilitate students manage stress and build time for your own self-care as a teacher.

You may be attentive in STEM (science, technology, engineering, and math) program and the way it prepares students to enter the force with sensible, high-demand skills. However adding the humanities aboard these subjects will improve your students’ tutorial performance.

Looking for ways in which to form learning fun for your students, gamification, a learning strategy that involves victimization games and rewards to show students, could be a strategy with many each advocates and critics.

For students, digital citizenship is outlined because the ability to use technology and also the web each effectively and befittingly. Smart digital citizenship is progressively necessary, however as assignments and lessons historically exhausted person move online, students want the abilities to develop a healthy relationship with digital media.

According to Jack Mezirow’s transformative learning theory, learning begins with an expertise that results in what’s known as an unprinted dilemma. The sudden, unplanned and explosive shift to on-line learning caused by COVID-19 has actually been an expertise that has diode to psychological feature variation as our assumptions concerning education are challenged and stark inequities in our system are exacerbated.

Maximize your learning: Embrace COVID-19 and also the following challenges for education as a transformative event that may result in innovation and a latest world for teachers and students. Use journaling, visioning and alternative self-care techniques to shift your focus to the educational chance the pandemic presents. This shift will increase your sense of management and even alleviate a number of the trauma and grief you’ll be experiencing.

According to David Kolb’s theory of pragmatic learning, an expertise is that the starting of recent understanding. In his four-cycle model, a learner’s expertise followed by active reflection on the expertise, abstract conceptualization, and active experimentation results in learning. To learn from the unprinted dilemmas caused by COVID-19, teachers will mirror on what they need detected throughout this point, concerning their students’ learning, concerning their own teaching, concerning engagement and resilience, theorize concerning what works for his or her students and what doesn’t, and actively experiment to undertake new ways in which to have interaction and teach students.

Maximize your learning: As you learn, keep in mind that application is a crucial part of learning; learning cannot finish once the educational event is over. Attempt to take one thing from a MOOC, webinar, or Twitter chat to undertake in your classroom. Take a leap and take a look at one thing new be innovative. Once every innovative expertise, put aside time for reflection, develop hypothesis supported what you notice, and actively perform further and intentional experimentation. During this approach, every experiment begins a replacement cycle of learning.

Self-determination theory explains the mandatory context during which we have a tendency to square measure most driven to be told. In keeping with this theory, motivation for learning happen once 3 basic human wants square measure met. These wants square measure connectedness, autonomy, and competency.

Maximize your learning: to extend motivation for learning throughout COVID-19, study a very relevant topic of your alternative like competency-based education, techniques for participating online learners, or project-based learning, all of which can build your tool box for teaching throughout a deadly disease. Use Zoom, Face Time, WebEx, Google Hangouts, or if you have got virtual meeting fatigue the old school cellular phone or maybe email to attach with fellow learners and to interact in virtual employment.

The main reason to administer assessments next year particularly the state educational assessment is to higher perceive and address the extent of the gaps in education among students that are created worse by the corona virus pandemic. Maintaining the national annual testing necessities could be a matter of equity in education.

Tests utilized in faculties offer information to fulfill 2 distinct purposes: support effective teaching and learning and inform selections on wherever states, districts, and faculties ought to focus resources. The information required to fulfill these goals return from 3 kinds of assessments that yield differing types and levels of data.

Formative tests formative learning is a continuous and an ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful.

Diagnostic tests These assessments will be designed by academics embedded at intervals the course of study and not connected to any specific course of study.

Summative tests Summative assessment or assessment of learning is used to evaluate students’ achievement at some point in time, generally at the end of a course.

Educational leaders, teachers want a broad array of data regarding their students so as to start instructional recovery. Before students will learn, their well-being, engagement and conditions for learning should be self-addressed; teachers should collect this information to tell however they ought to answer the challenges raised by the COVID-19 pandemic. This may not be a straightforward achievement; however it’s necessary to handle the long inequities borne by helpless students.

School education department (SED) leadership helped students navigate unexampled times by quickly establishing virtual learning, and located their commitment exalting within the form of launching TV channel (Tele School Program). However it’s necessary to acknowledge that online learning is capable of far more than what students knowledgeable throughout spring 2020. With the autumn year alarming and also the temporal arrangement of a corona virus vaccine unsure, a big quantity of learning can occur outside the room for the close to future. This pivot to distance learning might accelerate the evolution of education, and our business should still unify to form that evolution to the good thing about students.

It’s clear that online education is going to be central to learning as long as COVID-19 causes disruptions. Social distancing and carrying masks on faculties promote safety; however several students and their parents will seemingly feel softer with remote teaching.

Most individuals are living with closed institutions and a few version of confinement for four months currently. For all the reimagining of education within the twenty first century, no one foretold that the trouble of all would return from an epidemic. As education policymakers everywhere the globe tackle with distance learning provision and safe institutions reopening, they’ll little doubt even be pondering what the pandemic suggests that for education within the long term. We have a tendency to examine that COVID-19 is probably going to form the long run of education.

The COVID-19 crisis might modification our world and our international outlook; it’s going to additionally teach Pak. regarding however education has to modification to be ready to higher prepare our young learners for what the long run may hold. These lessons include:

COVID-19 could be a pandemic that illustrates however globally interconnected we tend to square measure; there’s not such a factor as isolated problems and actions. Triple-crown folks within the returning decades have to be compelled to be ready to perceive this relation and navigate across boundaries to influence their variations and add a globally cooperative manner.

The thought of teacher because the knowledge-holder United Nations agency imparts knowledge to their pupils is not any longer acceptable the aim of a 21st century education. With students having the ability to achieve access to data, and even learn a technical talent, through a number of clicks on their phones, tablets and computers, we’ll have to be compelled to redefine the role of the academics or within the schoolroom and lecture theatre. This could mean that the role of academics can have to be compelled to move towards facilitating young people’s development as contributing members of society.

During this changing international setting, kids need resilience and flexibility skills that square measure proving to be essential to navigate effectively through this pandemic.

The COVID-19 pandemic has resulted in instructional establishments across the globe being compelled to suddenly exploit and utilize the suite of accessible hi-tech tools to make content for remote learning for elementary school students. These square measure new modes of instruction that have antecedently been mostly untapped significantly in grammar school education.

The distance teaching and learning efforts of all of our teachers and students are different from traditional online education. The greatest future benefits of virtual education will come after our teachers and students return to their physical classrooms. The need to teach and learn with asynchronous (Canvas, Blackboard, D2L) and synchronous (Zoom) platforms will have significant advantages when these methods are linked to individual teaching. We come back from COVID-19 with a much more widespread understanding that digital tools, rather than centers, are a complement to the proximity and closeness of face-to-face learning.

Few colleges and universities were really doing nothing with pre-COVID-19 online education. All of that will change after COVID-19. Online education will be recognized as being at the heart of each school’s plan for institutional resilience and academic continuity. This post-pandemic understanding will change the way schools plan, manage and finance online education. The management of e-learning will be integrated into existing academic leadership structures and processes.

We have learned a lot from COVID-19 that teaching and learning are the core competencies of all higher education institutions. Schools that have invested in their learning design resources, through the employment of instructional designers and the reorganization of campus learning organizations into integrated units, have managed the transition to school relatively effectively. Distance education and learning requiring COVID-19. This does not mean that these schools will cease in the future.

The nature of the study was mix mode method and descriptive. Focused Interviews were conducted to examine the impact of real and virtual life in Elementary school Education .There were 10 elementary schools in Tehsil Shahpur. The population of the study comprised of teachers of all the 10 elementary schools in tehsil Shahpur. All the teachers (8th class) of 10 elementary schools were selected randomly as sample of the study.

Data were collected through focused interview through phone calls due to covid-19. The conclusion was based on the data obtained. Primary data were collected from the elementary school teachers. The secondary data was collected from books, articles and related literature.

There were 15 statements were included to measure teachers perceptions about real and virtual life. Through interview, (100%) elementary teachers told that covid-19 affected our educational and real life. 70% teachers were in favor of virtual classes in elementary schools during covid-19.60% teachers said that before covid-19 we were taking technology as an entertainment. 100% teachers said that it is impossible to arrange virtual classes for elementary schools.80% teachers said that they had no proper internet facilities.40% teachers said that they had awareness of internet.100% teachers were agree that government must sport and provide I.T labs and training programs in such epidemic conditions.80% teachers said that the students take no interest in virtual learnings.70% teachers said that virtual learning is a time saving activity.30% teachers said that through virtual learning we cannot achieve our learning objectives.100% teachers said that virtual learning is costly than real learning. 90% teachers replied that virtual system is not suitable for 11 to 13 year age of students.60% teachers said that our students have no knowledge about internet.

So the evidences allow the researcher to conclude that virtual learning is impossible at elementary school of tehsil shahpur district Sargodha because this is rural area and mostly the schools are in far-furlong area, they do not have sufficient facilities i.e. I.T labs, I.T teachers lack of internet connectivity, improper environment, and the most important issue is that at elementary level, the students are approximately 11 to 13 years of age and they do not have sufficient knowledge about virtual devices. They use mobiles phones only for games like Temple Run etc, cartoons like Moto Patloo etc. So it is very difficult to launch the virtual programs in real life at this stage. Although this is bitter reality that we were using multimedia only for just entertainment since 2019, but now we have come to know its usefulness. It is also important to acknowledge that this does not replace the need for procedural and experiential teaching but may complement existing virtual simulation platforms.

The Covid-19 pandemic has changed the way many people receive and provide education. To find new solutions to Covid-19, we can make much-needed innovations and changes. Teachers have become familiar to traditional teaching methods and therefore reluctant to accept any change. But in the crisis, we have no choice but to adapt to the dynamic situation and embrace change. It will benefit the education sector and bring many surprising innovations. We cannot ignore and forget the student especially belong to rural areas who do not have access to all the technology online. These students are less successful and come from less tech families with limited financial resources; therefore, they may miss out when running the courses online. They may miss out because of the high costs of digital devices and internet data plans. This digital divide can extend gaps of inequality.

This pandemic has also taught us that everything is predictable and that we must be prepared for challenges. While this outbreak didn’t give us much time to plan, we should learn from this: planning is crucial. We need to plan everything, no matter if plan A fails, we should have plan B ready. This can only be done if we plan scenarios. All critical and difficult situations that may arise need to be prioritized and planned accordingly. This pandemic has also taught us that students need certain skills such as problem solving, critical thinking, and most importantly, the ability to adapt to survive the crisis. Educational institutions need to build the flexibility of their systems to ensure the presence and prioritization of these skills among their students.

Disasters will continue to happen and technology is likely to help us cope. We are in a world where many individuals, families and communities will live in precarious contexts. The willingness of school education department to step up and participate and provide opportunities for them will never be greater than the need. The only way we can make a star in this regard is to learn to collaborate and collaborate between institutions and across time and spatial boundaries. The only way to do this is to rely on technology to create the conditions that allow people to collaborate.

We need a high level of awareness so that we can quickly adapt to changes in the environment and adapt to different delivery methods, for example, online learning in pandemic situations like Covid-19. Institutions and organizations should prepare contingency plans to deal with challenges such as pandemics and natural disasters. In such frightening situations, when so many people’s lives are in danger, teaching and learning must be made interesting, must introduce such devices that improve the internet connection, SED as well as Government must provide internet in elementary school levels especially in rural areas, to train the teachers and students for future learning, also to give the awareness to the society. It will also reduce stress, fear and anxiety levels. The pedagogical and technical competence of online teachers is extremely important. Strong quality management programs and continuous improvement are critical to the success of online learning and to preparing people for any crisis situation.

Such systems should be developed in educational institutions that ensure that no student benefits from education due to geographic location, social class, ethnicity, etc. To this end, teachers and students should be provided with the appropriate training and support skills, and government support is also essential at this stage. Online methods support teaching and facilitate learning-teaching activities, but there is an urgent need to consider the pros and cons of technology and harness its resources. Disasters and pandemics like Covid-19 can create a lot of chaos and tension; therefore, a thorough study of the technology and due diligence is required to balance these fears and tensions in the midst of this crisis.

Every generation, languages are the most important that we used to communicate with people around the world. Since we live in a developed country, people who know multiple languages have great opportunities and credit. Children should be taught these strategies while they are young, they should begin learning a foreign language in elementary school. Children’s primary education has a significant impact on them. The foundations and principles of a child’s education begin with language, especially reading and writing. These children are the future in terms of cognitive, social, and physical development, and they should be exposed to the most effective educational approaches available. Learning foreign languages in elementary schools has numerous additional advantages, such as improvedpositively affects students intellectual development, enhances academic performance in other subjects, and provides better career choice in the future.

In the young ages, children’s brain growth is aided by learning a foreign language. Children’s brains at a young age can easily collect information. The development of a child’s brain is at its best, with neuron growth exploding from elementary school through middle school. With this brain development, the student’s skills become more automatic and specialized. As the brain grows with fibers in the early elementary years, it assists in the formation of memories, and the link of new learning to previous learning improves easier. foreign language study encourages and develops mental flexibility, superiority in concept generation, and cognitive ability diversity. Immersion programs, in particular, raise students’ IQ levels. That’s how it positively affects students’ intellectual development.

Another strategy it might encourage the child is to succeed in academic performance. As stated earlier, understanding when and where to utilize the other language is critical for brain development. According to research, learning a foreign language improves problem-solving, critical thinking, and listening abilities, as well as memory, concentration, and the ability to multitask. Children who are fluent in another language show evidence of increased creativity and mental flexibility. students who learn a foreign language outperform their monolingual counterparts on standardized examinations. As a result of their language education, students had higher SAT-Verbal exam scores, ACT test scores, and English reading scores.

Today’s students will graduate into a world that is becoming increasingly linked. In order to gain the most competitive professions in today’s global economy, students must comprehend various languages and cultures. According to the Oregon Roadmap, companies prefer to hire multilingual staff. In job interviews, being fluent in two or more languages offers people an advantage over monolingual candidates. These possibilities may be found in various organizations and departments, from marketing to tourism. It is not unexpected that many businesses need bilingual or multilingual personnel. The world is becoming more global, and there is a growing demand for people who can speak bilingual or multilingual.

In conclusion, learning foreign languages in elementary schools has many benefits, especially to children such as favorably influencing kids’ intellectual growth, improves academic achievement in other courses, and gives a better career choice in their future. As learning in young ages, it assists in the formation of memories, and the link of new learning to previous learning improves easier.

Children at young ages should learn more languages because it provides them many benefits in the future. It also helps to improve the growing brain so that it can handle problems more effectively, helps children understand other cultures, become strong critical thinkers, improve language skills, and gain communication confidence. These children are the future in terms of cognitive, social, and physical development.

Introduction:

Elementary school is a time of discovery, learning, and forming friendships. However, there are moments when we yearn for change and new experiences. This narrative essay recounts my personal journey of switching classes in elementary school, highlighting the excitement, challenges, and growth that accompanied this decision.

The Spark of Curiosity:

In the midst of routine and familiarity, a spark of curiosity ignited within me. I began to wonder what it would be like to switch classes and explore different subjects with new teachers and classmates. The prospect of expanding my horizons and embracing change motivated me to take the leap.

The Request:

With determination in my heart, I approached my parents and expressed my desire to switch classes. Their initial hesitation was understandable, as they were concerned about the potential disruption to my academic progress and social connections. However, after thoughtful discussions, they recognized the value of this experience and supported my decision.

Navigating the Process:

The process of switching classes involved coordination between teachers, administrators, and my parents. Meetings were scheduled to discuss the logistics, such as adjusting my schedule, ensuring a smooth transition, and addressing any concerns. The support and guidance provided by the school staff played a crucial role in facilitating this change.

New Horizons:

As I stepped into my new classroom for the first time, a mixture of excitement and nervousness consumed me. Meeting new classmates and forming new friendships presented an opportunity for personal growth and expanded perspectives. Each day brought fresh challenges, but also a sense of accomplishment as I embraced unfamiliar subjects and different teaching styles.

Adaptation and Resilience:

Switching classes required adaptability and resilience. Adjusting to varying routines, expectations, and classroom dynamics tested my ability to navigate new environments. However, these challenges fostered my resilience and taught me to embrace change as a catalyst for personal growth.

Broadened Horizons:

The experience of switching classes opened doors to new knowledge and interests. From science experiments to art projects and literary discussions, each class provided a unique perspective and fueled my passion for learning. The diverse teaching styles and subject matters broadened my horizons and deepened my understanding of the world around me.

Appreciating Differences:

Interacting with different teachers and classmates taught me to appreciate the unique strengths and perspectives that each individual brings to the classroom. Collaborative projects encouraged teamwork and fostered a sense of inclusivity. Through these interactions, I learned the value of empathy, respect, and open-mindedness.

Personal Growth:

The journey of switching classes in elementary school transformed me into a more confident and adaptable individual. It taught me the importance of embracing change, stepping out of my comfort zone, and seizing opportunities for growth. The experience nurtured my love for learning, curiosity, and resilience, qualities that continue to shape me to this day.

Conclusion:

Switching classes in elementary school was a transformative experience that allowed me to explore new subjects, make lasting connections, and cultivate essential life skills. The journey was filled with excitement, challenges, and personal growth. The support of my parents, teachers, and classmates enabled me to navigate this transition successfully. Ultimately, this experience taught me the value of embracing change, appreciating diversity, and seeking opportunities for personal and intellectual development.

One of the closest and most valued relationships I currently have in my life is my relationship with my boyfriend. My boyfriend and I have been together for 6 years but we have known each other for way longer. We met in elementary school. A small school in a small neighborhood in the Bronx. We were always amazing friends which is one factor that I believe makes a relationship so great. My boyfriend, Isiah, had been my best friend since I can remember. When we were in elementary school we lived just a building away from each other. We would go over to his house to have play dates with him and his twin brother. Those little memories are what we value most in our relationship today. I often reflect on the development of our relationship because we have seen each other grow and come together. Time has flown so fast that we did not realize how far we came as friends when we started dating but I do remember every single big turn in our history together

Much of the growth aspects in our relationship history can be related to topics covered in Kassin, Fein, and Markus’ Social Psychology textbook chapter 9 on close relationships and attraction. The beginning of our relationship together began in first grade. Isiah and his twin, Jacob, were so noticeable because they were the only set of twins in the class and so very identical, everyone wanted to be friends with them and so did I. Not only were we in the same school and class but they lived just a building away from me. I discovered this when I would walk home from school with my grandpa and see Isiah and Jacob walking in the same direction to the same street. It was hard for me to believe. I related this aspect of our relationship to “The Proximity Effect” (Kassin, Fein, Markus 2016). The Proximity effect refers to “physical proximity or nearness” (Kassin). In my case the first attraction I had to Isiah was the fact he was so close to me all the time, going to school, in school, and going home. I believe the fact he was so close to me had to do with the development of our friendship as well as our relationship. I think had we not been as close as we were, things might have been different. Not so much that we were in different classes but if he lived further then the growth may have been hindered. Not only did we go to the same elementary school but we also went to the same middle school. By the time we were in middle school, also in the same classes, it was not just about proximity anymore but “the mere exposure effect” came into play (Kassin).

Time has passed and Isiah and I are now in middle school which means from first to fifth and sixth to eighth grades I have been exposed to him. The mere exposure effect explains that “the more often people are exposed to a stimulus, the more positively they evaluate that stimulus” (Kassin). This is exactly what happened in our case, our relationship blossomed because we saw each other positively so often. The more we noticed that we were in the same places at the same time the more we wanted to speak and hang out. Learning about the mere exposure and proximity effect helped me notice how far Isiah and I have come. When we were growing up together we did not understand that these factors are what was bringing us together but now that we understand that we are grateful because it has given us a foundation to build off of.

Although we were in the same middle school which was in the same neighborhood as our elementary school and our homes, Isiah had moved. Even though he moved we still hung out just as much as we did when he lived a building away. It has shown me that Isiah enjoyed being with me and that is when I noticed our relationship was not based solely on familiarity anymore, physical attractiveness began to play a role. The first time I noticed myself being physically attracted to him was when I saw him smiling at me when I was telling a story. For some reason, at this moment I was drawn in by his smile. He had always laughed and smiled with me but this one caught my attention. I knew I was not attracted physically but emotionally he made me happy and luckily enough he felt the same way. At this point, we were about to graduate from middle school, and even though we knew we would be going to different schools we were not worried. We had established a relationship together off the foundation of friendship so it was strong. Isiah and I did not want to think about the distance aspect of our relationship. He had moved to a different borough and would be going to a different high school but we tried our best to focus on the positives. We made time to hang out during the weekdays and ends and we were on the phone a lot. In social psychology, this is called “Social Exchange Theory” where couples “maximize benefits and minimize the costs” (Kassin). In this sense, we were maximizing benefits by focusing on the positives and keeping each other happy, and minimizing costs by avoiding arguments over uncontrollable factors. Isiah and I have been unconsciously following this theory since we graduated middle school and I feel it is one thing that has kept us together this whole time.

Another beneficial factor Isiah and I focus on to maintain a healthy relationship is equity. Equity theory is described as “the ratio between benefits and contributions is similar for both partners”. I think it is important to note that equity is not split in half and by this I mean it is not going to be exactly 50/50 in the relationship. This does not mean that having a relationship where equity is always 60/40 or 45/55 is okay. Relationship equity should vary back and forth in terms of one partner doing a bit more at one point of the relationship and the other partner doing more at another point. In the end, there should be a balance in equity.

Granted, our relationship has not been just peaches and cream. No matter how hard we tried to stay positive and not give in to arguing we have had our fair share of conflicts. As we got older, time became more of an issue for us. We wanted to see each other just as often if not more but high school got serious with the college process and we got jobs. Although we noticed we were struggling with making time for each other we stood together because we knew we still had something beautiful and worth working on. When we did find the time to meet up we engaged in self-disclosure sessions. Self-disclosure is a “revelation about the self” made to others (Kassin). We decided that self-disclosure would be in our best interest, especially during conflicts, because it was a chance to express our feelings for each other. Although we still have disagreements and small conflicts here and there Self-disclosing has healed our issues which we are thankful for. I think Isiah and I were drawn to using self-disclosure to mitigate our issues because we have always been honest with each other. Self-disclosure has allowed us to learn more about each other and use that information to help grow our relationship. Through communication and conflict, we have learned how to respond better to each other in our rough patches. We have learned that responding negatively because one has done the same only stunts our growth. One time we went a few weeks barely speaking because we kept speaking with attitude and sarcasm. Eventually, we realized that this negativity was hindering our development and through communication, we changed that. Chapter 9 labeled these negative responses as “negative affect reciprocity- a tit-for-tat exchange of expressions” (Kassin). Ironically, Isiah and I came back to speak to each other maturely the same way after those few weeks passed. Thankfully we acknowledged the harm this style of communication was doing to the growth of our relationship.

As we have grown together I have come to realize how strong we are as individuals which I think only makes our relationship stronger. Often in a relationship, a partner loses themself. By this I mean it is easy for a partner to get lost in their significant other. I believe in order for this to happen a partner would have to not fully develop a sense of self and identity. Not developing a sense of self and then entering a relationship can severely injure the self and the relationship. In my case, Isiah and I have been friends for so long that we have seen each other grow individually. We have watched ourselves develop a sense of self so when we got together we did not lose our sense of “I” when creating a sense of we. The chapter mentions culture as a factor influencing relationships and it explains “individualism leads people to give priority.. to their own feelings” (Kassin). Individualism is what Isiah and I have established before coming together and it is the reason we put much thought into tough decisions. We consider our feelings as well as each others considering a relationship is not one-sided. Only thinking about what your significant other feels can leave a partner feeling unwanted and uncared for. That is one thing I would never want Isiah to feel, I care deeply for him as he does for me.

The chapter goes through stages of relationships and the last stage is obviously termination. Although he and I have yet to get to, even near, the breakup stage I do hope that if and when it ends it would be amicable. Isiah has always been and will always be my friend before anything. I value our friendship as well as our relationship but if a relationship is something we cannot continue to have then I hope to have his friendship. He has stood loyally by me and I believe he would want the same if we could no longer continue our relationship. Isiah is my best friend and I could not be happier with him. We both have jobs and go to college full time but he puts a smile on my face as if we were still in elementary school. I am thankful to have someone as special as him in my life and I tell him this every day as he does me. Even while writing this paper I feel closer to him and feel like tracing our development has only strengthened my love for him. I am proud of the growth we have established together and truly hope it becomes more secure as our futures come upon us.

Works Cited

1. Social Psychology, 10th Edition – Cengage. (n.d.). Retrieved from https://www.cengage.com/c/social-psychology-10e-kassin/.