Glasser’s Quality Schools: How can components enhance existing programs in schools?
Overview
Quality schools as described by William Glasser are based on choice theory, the core practices of lead management, and application of reality therapy within the schooling environment so as to ensure that students attain the highest level of academic achievement. In the recent past, the education system within the country has come under sharp criticism from the media and other educators who suggest that it does not offer the optimal benefits that would allow students to be ready for their future careers. These deficiencies have been identified over time through comparison with other education systems mainly in Europe and other Western Nations. The aim of this essay is to assess the various characteristics that were identified by Glasser that would go a long way to enhance the quality of education that is offered at learning institutions.
Characteristics
In developing quality schools, Glasser identified six distinct elements that a school should possess so as to be considered to be a quality school. The first element is that all discipline problems should be eliminated within two years and a significant drop must be observed in the first year alone. The second element is the academic achievement of students in state test scores must improve consistently. The third element is that all grades below the below competence level of B will be eliminated while at the same time, students must demonstrate a high level of competence to their teachers (Glasser, Mentley, & National Professional Resources, Inc. 2008). The fourth element is that all students must undertake quality work in each year. This refers to work that is considered to be beyond the normal competence levels. Such work offers students with high competence levels an opportunity to excel and prove their ability. The fifth element is that students and staff are taught how to use choice theory in their personal lives and work. The sixth element is that the school must demonstrate a happy atmosphere with few arguments or cases of indiscipline. [“Write my essay for me?” Get help here.]
Mission or Goals
There are several goals that the Glasser Quality Schools principles aim at achieving within the learning institutions. Some of these goals include enhancing high academic achievement among the students, decreased cases of indiscipline, increased satisfaction among the educators and teachers, shorter time taken for a student to complete their studies, effective utilization of the academic resources provided, and emotional well-being of all students (Wolfgang, 2012). These goals are set to keep track of the elements that create a better atmosphere within the school environment.[Need an essay writing service? Find help here.]
Strengths
Glasser Quality Schools have many advantages on not only the students but also on the teachers. First, it makes teaching easier for educators while at the same time offering enhanced satisfaction and fulfillment as they undertake their teaching duties on a daily basis. Secondly, they reduce the cases of indiscipline within the learning institutions and this helps reduce the rate at which children and students are susceptible to dropout from school. Consequently, more people are likely to follow their careers and reaching the goals that they have set for their future lives and careers at the workplace.
Concerns
Glasser’s Quality Schools also bring about several weaknesses and concerns that need to be addressed if the quality of education that is offered to students is to be enhanced in the future. The first concern is that it is associated with high levels of bureaucracy. [Click Essay Writer to order your essay]Such bureaucracy makes it difficult for students to think logically since the education system views them as machines that are expected to fit into the learning institution with ease.
References
Glasser, W., Mentley, K. W., & National Professional Resources, Inc. (2008). Building a quality
school: A matter of responsibility. Port Chester, N.Y: National Professional Resources.
Wolfgang, C. H. (2012). Solving discipline and classroom management problems: Methods and
models for today’s teachers. Hoboken, NJ: John Wiley & Sons.
