The Ideal School – Coursework Example

The ideal school Introduction My middle and high schools had in place a number of features that encouraged the development of competence, autonomy and relatedness. Both schools had a number of trained teachers who ensured that the students learned the necessary concepts in various subjects. Additionally, the schools encouraged integration of students. The schools therefore had a number of breaks, times that students engaged in a number of both indoor and outdoor activities thereby encouraging interactions among the learners. Group works further enhanced the relatedness of the learners. The groups compelled students to engage others in solving a number of problems. The schools had systems that encouraged student leadership and the independence for the students to select their subjects a feature that fostered the growth of autonomy among the learners. The main weakness in the system was the evident lack of guidance and counselling that would ensure that the learners made appropriate decisions in every case (Wehmeyer, 2003).
An ideal school should possess the diversity evident in the society in order to ensure that the learners interact with people from various backgrounds (Gagné, 2014). Additionally, such a school should encourage the development of holistic students by providing the students with adequate free time and freedom to make decisions and take responsibilities for the same. Ideal schools must foster integration, independence of the students and provide appropriate guidance for the students in every case. Furthermore, parents teachers and schools should operate as a unified whole with each providing adequate information and guidance to each other thereby ensuring the holistic development of the learners (Irvin & National Middle School Association, 1997).
Gagné, M. (2014). The Oxford handbook of work engagement, motivation, and self determination theory. New York : Oxford University Press.
Irvin, J. L., & National Middle School Association. (1997). What current research says to the middle level practitioner. Columbus, OH: National Middle School Association.
Wehmeyer, M. L. (2003). Theory in self-determination: Foundations for educational practice. Springfield, Ill: C.C. Thomas.