Why College Is Not Home

The college years are supposed to be a time for important growth in autonomy(自主性) and the development of adult identity. However, now they are becoming an extended period of adolescence, during which many of today's students and are not shouldered with adult responsibilities.

For previous generations, college was decisive break from parental control; guidance and support needed help from people of the same age and from within. In the past two decades, however, continued connection with and dependence on family, thanks to cellphones, email and social media, have increased significantly. Some parents go so far as to help with coursework. Instead of promoting the idea of college as a passage from the shelter of the family to autonomy and adult responsibility, universities have given in to the idea that they should provide the same environment as that of the home.

            To prepare for increased autonomy and responsibility, college needs to be a time of exploration and experimentation. This process involves “trying on ” new ways of thinking about oneself both intellectually(在思维方面) and personally. While we should provide “safe spaces” within colleges, we must also make it safe to express opinions and challenge majority views. Intellectual growth and flexibility are fostered on debate and questioning.

Learning to deal with the social world is equally important. Because a college community(群体) differs from the family, many students will struggle to find a sense of belonging. If students rely on administrators to regulate their social behavior and thinking pattern, they are not facing the challenge of finding an identity within a larger and complex community.

Moreover, the tendency for universities to monitor and shape student behavior runs up against another characteristic of young adults: the response to being controlled by their elders. If acceptable social behavior is too strictly defined(规定) and controlled, the insensitive or aggressive behavior that administrators are seeking to minimize may actually be encouraged.

It is not surprising that young people are likely to burst out, particularly when there are reasons to do so. Our generation once joined hands and stood firm at times of national emergency. What is lacking today is the conflict between adolescent's desire for autonomy and their understanding of an unsafe world. Therefore, there is the desire for their dorms to be replacement homes and not places to experience intellectual growth.

Every college discussion about community values, social climate and behavior should include recognition of the developmental importance of student autonomy and self-regulation, of the necessary tension between safety and self-discovery.

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get —- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen —— teaching English.

    School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class — seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

    In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

    My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn't happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

    I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

    When he spoke, he said simply, without accusation, “You had nothing to say to them.”

     “You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher. 
       As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson's words: “The secret to education lies in respecting the pupil.”

    Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

                                                                                          Educational Programs for Kids

    Are you interested in helping your child continue his or her education beyond the typical school day? If so, then educational programs for kids may be what you're looking for.

    Where to Find Educational Programs?

    Many kids who are struggling in school may benefit from an after-school tutoring session or homework club. Check with your child's school, your local library or the park district for a list of available programs. You can also check with the local Boys and Girls Club, YMCA, church or youth center. Depending on your child's interests and strengths, consider art, community service, drama, music, creative writing, sports, cooking or environmental programs.

    What Educational Programs Are Provided by Organizations?

    The organizations mentioned above provide educational programs for kids, such as a community your child can be a part of and programs that focus on education, health, leadership, recreation and fitness.

   Another possibility is the Boy Scouts of America or the Girl Scouts. These are two separate organizations that can potentially provide your child with a sense of accomplishment, self-confidence and belonging. Both organizations will provide your child with many learning experiences and activities both indoors and outdoors.

    What Kind of Program Is Best for My Child?

    The type of educational program that's best for your child is subjective and based on many factors, including your child's age. If your child is in primary school, educational programs can help him or her develop as a person and gain leadership skills, a sense of self-worth and the ability to cooperate with others. By the time your child is in high school, his or her involvement with educational programs and other extracurricular activates can be key elements when your child is applying to college.

    When you help your child to pick an educational program, carefully consider what your child needs and what every option offers.

    "Be proud of what you do"(对你所做的感到骄傲), my father always told me, "whether you are a boss （老板）or a cleaner", When I was 15, I got a summer job in a hospital, I was told that my duties would include sweeping floors. I smiled and remembered Dad's words. Even though my job was the lowest, it made me feel excited. I saw it as a challenge because it was my first job. I learned to be on time and tried to do everything well. In return(作为回报), I was treated with respect（尊重） by doctors, nurses and patients. Each morning I imagined that the dirty dishes would make patients more sick if I were not there to wash them clean. After breakfast was done, I started sweeping the floors of all patient rooms and cleaning toilets. Though I was tired, I wanted the job to be done well, people would say, "That young boy really does a good job." That gave me a pride. Working in the hospital taught me that being proud of one's job is important. It does not matter whether the job is sweeping floors or managing a large business. Though every job I have ever had, my father's words have always stayed with me, I have swept floors, and I have been a manager（经理）. I think Dad would be proud of me!

    Millions of people all over the world use the word okay. In fact，some people say the word is used more often than any other word in the world.

    It may be common，but no one can seem to agree on how the “OK” came to be.

    Okay means “all right” or “acceptable”. It expresses agreement or approval. You might ask your brother，“Is it okay if I borrow your car?” Or if someone asks you to do something，you might say，“Okay ， I will.” Still，language experts do not agree about where the word came from.

    Some people say it came from the Native American Indian tribe known as the Choctaw. The Choctaw word “okeh” means the same as the American word okay. Experts say early explorers in the American West spoke the Choctaw language in the nineteenth century. The language spread across the country.

    But many people dispute(不同意)this.

    Language expert Allen Walker Read wrote about the word okay in reports published in the 1960s.He said the word began being used in the 1830s.It was a short way of writing a different spelling of the words “all correct.” Some foreign-born people wrote “all correct” as“o-l-l k-o-r-r-e-c-t.” and used the letters O.K.

    Other people say a railroad worker named Obadiah Kelly invented the word long ago. They said he put the first letters of his names—O and K—on each object people gave him to send on the train.

    Still others say a political organization invented the word. The organization supported Martin Van Buren for president in 1840.They called their group，the O.K. Club. The letters were taken from the name of the town where Martin Van Buren was born—Old Kinderhook，New York.

    Not everyone agrees with this explanation，either. But experts do agree that the word is purely American. And it has spread to almost every country on Earth.

Journalists are the major group of people who make their living from writing. Many young people who see themselves as future novelists choose journalism as a way of earning a living while developing their writing skills. Although writing for newspapers and writing for books require different qualities, the aspiration (志向) to be a great writer is not one to be discouraged in a would-be journalist.

Most people want their work to be recognized by others. This helps to give it value. Some people also want themselves to be recognized, so that they have status (地位) in the eyes of society. It is not a bad motive to wish to be famous, but this must never become your main reason for being a journalist. You will not be a good journalist if you care more for impressing your audience than for serving their needs.

Knowing the power of the printed or spoken word or image, some people enter journalism for the power it will give them to influence people. There is a strong belief that journalists control the mass media but the best journalists recognize their role as servants of the people. There is a difference between the desire to influence events for your own sake, and the desire to do it for other people. You should never use journalism for selfish ends, but you can use it to improve the life of other people.

Curiosity is a natural part of most people's characters and an important ingredient for any journalist. Lots of young men and women enter the profession with the desire to know more about the world without needing to specialize in limited fields of study. Most journalists tend to know a little bit about a lot of things, rather than a lot about one subject. Knowledge has many uses. It can simply help to make you a fuller and more interesting person. It can also give you power over people, especially people who do not have that particular knowledge. Always bear in mind that power can be used in a positive way to improve people's lives.