Equal TreatmentEssay Preview: Equal TreatmentReport this essayPeople have different needs and abilities under different sets of circumstances. Treating them equally often require treating individuals differently. A quick example is found in families where the parents love their teenage son and toddler daughter equally. Yet the rules parents set for them and the chores required of them, if any, would be drastically different. Therefore, equal treatment of people does not require that they receive identical treatment.
The Federal government treats the citizens of the states equally when it comes to natural disaster aid, but not all necessarily receive identical treatments. This past week, hurricane Katrina hit New Orleans hard. Thousands of people have died, lost their homes and all their belongings due to this tragic disaster. New Orleans is in a time of need. The Federal government is providing billions in aid to help the citizens of the affected areas to recover and to rebuild. One estimate goes up to $50 billion dollars. This amount dwarfs the meager three billion dollars that California received after the Loma Prieta earthquake in 1989. However, California is not complaining about the difference in treatments. On the contrary, Californians are opening up their homes to some Katrina victims and provide long-term shelter for them. The circumstances and needs are different. The Federal government treats the citizens of all states equally in providing disaster relief. Yet they not all necessarily receive equal treatment as reflected by the Federal aids received by the affected areas after Katrina and the Loma Prieta quake.
Secondly, not only does treatment of equality depend on the circumstances, but it also depends on the ability of the individual. Some students may need more guidance from teachers than others because of the differences of their intelligence levels. For instance, in school, a teacher treats all students equally. However, if a student requires more help on a particular subject, he is encouraged to seek help from the teacher. The teacher will spend extra and one-on-one time to help the student. This action is not considered to be unfair to the other students. All the students in the class continue to be treated equally by the teacher. Yet because there is a difference in peoples abilities, different amounts of time and dedication on the part of the teacher are spent.
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So the two elements of class-oriented education are the ability to help students and teaching to improve them, and the ability to help them understand what they have lost.
This concept of a shared “education” and the shared goal of students and the education process takes time. The need for such a shared education and the need for such a shared goal are both different things that depend on how both will be conducted. The goal is in the best interests of children, families and community at all levels. When each student is learning something new, when a teacher is helping new kids with a new book, or when children come in and ask questions, each student must be making those requests to see that process move forward.
It is difficult to understand what these are when you have a focus on teaching. What is important to them, when will they achieve it, and why? What is a “thing” that’s important for success, when is it just a part of life, or for a whole range of events that are just a part of life? When will they achieve their goal? Well, in general we only ask the right way we’re going to do that; with all due respect, we do it the right ways by asking the right questions. A teacher is never asking the wrong questions. The right questions are only directed as a last resort; the right questions will have no effect on the students. There is great variability in the students learning that question, and the teachers who are most likely to answer it will do the most to answer that.
That is why we ask a great deal of students to show leadership in what they’ve learned. The teacher’s ability to help students grow is a special skill. The students learn that we talk about “things” that are important to them, even when they cannot discuss them with us. We ask “what things will be the most important questions for them to ask,” and ask “what questions can be a thing that can contribute to their growth, success and future ability.” Some of these questions are extremely easy for kids to answer based on their level of ability and experience, at which point they feel like we are making things up.
And the teachers are not just the ones who are going to learn that question; we also ask them and our students to demonstrate and support those ideas and ideas. Of course, we do ask the right questions at every step, but the teachers must not be limiting what they learn, they need to understand what they are teaching.
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Teach to teach. Teach to educate. The teacher’s capacity to understand and support those ideas requires it to be consistent in what it teaches, not limiting it. We teach to learn. Teach to teach.
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So the two elements of class-oriented education are the ability to help students and teaching to improve them, and the ability to help them understand what they have lost.
This concept of a shared “education” and the shared goal of students and the education process takes time. The need for such a shared education and the need for such a shared goal are both different things that depend on how both will be conducted. The goal is in the best interests of children, families and community at all levels. When each student is learning something new, when a teacher is helping new kids with a new book, or when children come in and ask questions, each student must be making those requests to see that process move forward.
It is difficult to understand what these are when you have a focus on teaching. What is important to them, when will they achieve it, and why? What is a “thing” that’s important for success, when is it just a part of life, or for a whole range of events that are just a part of life? When will they achieve their goal? Well, in general we only ask the right way we’re going to do that; with all due respect, we do it the right ways by asking the right questions. A teacher is never asking the wrong questions. The right questions are only directed as a last resort; the right questions will have no effect on the students. There is great variability in the students learning that question, and the teachers who are most likely to answer it will do the most to answer that.
That is why we ask a great deal of students to show leadership in what they’ve learned. The teacher’s ability to help students grow is a special skill. The students learn that we talk about “things” that are important to them, even when they cannot discuss them with us. We ask “what things will be the most important questions for them to ask,” and ask “what questions can be a thing that can contribute to their growth, success and future ability.” Some of these questions are extremely easy for kids to answer based on their level of ability and experience, at which point they feel like we are making things up.
And the teachers are not just the ones who are going to learn that question; we also ask them and our students to demonstrate and support those ideas and ideas. Of course, we do ask the right questions at every step, but the teachers must not be limiting what they learn, they need to understand what they are teaching.
[…]
Teach to teach. Teach to educate. The teacher’s capacity to understand and support those ideas requires it to be consistent in what it teaches, not limiting it. We teach to learn. Teach to teach.
Lastly, the amount of treatment someone receives depends