School and Community

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My preparatory work as a teacher, guide and director in various types of schools gave me a huge and wide commitment in the professional, sports and business field. I know a lot about co-educational, parochial, public, Quaker and non-denominational schools. These small substitute schools of 100+ students are coordinated into exceptionally large schools of 900+ students. Through these encounters, I gained an appreciation of the different approaches to dealing with the educational cycle and the interconnectedness of building institutions. Two or three schools focused on discipline, others focused on schools, and still others focused on games or human pronunciation. Many schools were extraordinary and in a strong financial position, while others were struggling to make ends meet and build savings. Others had an undeniable mission and vision, while others were trying to figure out what affiliation they should have.

Despite this, paying little attention to what haunted the school or its location, I realized that serious solid areas for a strong sense of neighborhood are of exceptional importance and great need. The schools that I felt could barely succeed and thrive, and where I generally felt connected, were the schools where the way of life embodied a wonderful vein of understanding, family and neighborhood. When the principal, teachers, principals and board of these institutions worked passionately to help create an inclusive climate, the school thrived on most levels and made the decision to focus on its core mission and vision. The solidarity effort must start with everyone and support this degree of cooperation and neighborliness. Therefore, to achieve this mission, it is essential to understand the influence and commitment of the different points of view that make up the region.

Regardless, they are the families, starting with the students. It is wonderful for every student to feel that school is a place of comfort and safety. Where they can act, for example, investigate, compromise and, at the same time, be part of a decision that may be more important than themselves. As a teacher or observer, developing large areas of strength with students is key. Two or three students spend 7-10 hours reliably in school, so teachers and principals must help this relationship. That is for all intents and purposes 33% of the day is dedicated to our enrollments and the main legitimacy of why our schools should be public. Every student should feel aware and updated through the best and worst possible situations. They should try to understand that they are being monitored as a new individual and then, at this point, as an alternative. Just when a student understands that school is a safe haven for long-term profit, there’s nothing they won’t do to help stay aware of that trend while working in the field, basically, whatever it is.

Within this kind of area, I feel respected and appreciated. They enter each other, giving their points of view emphatically and clearly, seeking an imaginative final thought. Students are seen and celebrated for their opportunities, and are taught to focus on themselves, as well as to listen carefully, admiringly and rationally to the reflections and evaluations of others. This must be achieved if the students have the impression that they have a place. Also, this energy reaching somewhere can foresee a place where the penetrating work of ventilation and pushing takes place.

Rangers are an essential part of the area. It is clear that helping them in various ways is the basis of the lifestyle and functioning of the school. In exchange, the school tries to make every student feel valued and protected, the institution must advance the equivalent of clothing with respect to the guards. In any school of any size, the combination of a mother’s body can be formidable. Different social systems, different religions, personalities and tendencies open up in our schools. From the people who can afford the exorbitant cost of education without cash aid, to the people who are essentially eligible for all necessities, to those stuck in the middle, they are critical to the school district. It is also responsible in the school that all families feel accompanied and have a wonderful open door to participation.