NO CHILD LEFT BEHIND POLICY

Jesusa C. Isais, MaEd-TLE

According to research brain-based learning is best done when pupils are busy and low-stress (Jensen, 2008), and each person has a unique learning style that aids in the assimilation of new information (Gardner, 1983). Current testing techniques, on the other hand, obstruct the formation of an ideal learning environment because teachers believe they must develop test-taking abilities and spend important educational time teaching in ways that they believe are not best practices. Magnetic resonance imaging (MRI), functional MRI, and positron emission tomography (PET) can all be used to see changes in the brain (Drevets & Raichle, 1998). Because of ethical considerations, this imaging technique is underutilized in educational settings. Studies such as these might bolster the need to abolish ineffective instructional techniques (Bowen, 2011).

There isn't a single educational professional who enters the field with the intention of abandoning children purposely making learning a challenge mystery. Rather, the vast majority of future teachers enter the profession with the hope of making a differencereaching out to each learner and teaching even the most apathetic. Watt and Watt describe the child as "the most difficult, resistive child" (2007); Educators, in general, believe they are in possession of the keys to unlock the minds of their students, but changing theories and rising expectations irritate new teachers before they've even started.

On the other hand, veteran educators have seen practices wax and wane (Guskey, 1990) and are increasingly cautious about every new initiative that flows from higher authorities. Some believe that each new program is just the latest fad in education and will soon be replaced. In an effort to meet the demands of high-stakes testing, school districts implement a variety of cure-alls that promise to help teach standards and attain adequate yearly progress. Educational leaders are weary of shifting through program after program in hopes of finding the perfect tool with which lead their districts to recognition and receive society’s stamp of approval. Education is a brain-changing experience. No matter the side of the “No Child Left Behind” (NCLB) debate an educator supports, evidence of how the brain changes when a student learns is supported by medical imaging and physiological studies (Drevets & Raichle, 1998). The question that many educators want answered is how the most effective methods and materials that create real brain-changing learning can be identified.

The author

is Master Teacher

--oOo-

I at Angeles City National Trade School, Angeles City.