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Once a scholar said that "the roots of education are bitter, but the fruit is sweet" and I came to learn this eternal truth from an early age. 'If the darkness of ignorance is to be dispelled then the sun of education has to rise'. So many children are born talented, have immense capacity for understanding and are naturally bright - but poverty has deprived them of an education. Millions of children around the world lack access to basic necessities, such as food, clean water, sanitation, medicine, shelter, education, homework service books, fun, family, love - but there is hope.

I have long been concerned for underprivileged children, especially those who are unable to access education due to lack of resources or poverty. On one hand, there are people who live their life lavishly. They are not only enjoying the joy of essentials but also have what they want and desire; a luxurious living providing them an extra comfort. Just as a curriculum that is narrow and decontextualised is impractical, one that exclusively involves the students' hobbies and pastimes is also limiting.

What is learned in school should not be constrained in application; it should be ensured that whatever the student is learning, that he is able to apply it to multiple domains. Individuals can help the poor private tutor malaysia and needy people monetarily also. One can get associated with charitable houses and donate money there to help the needy. By providing monetary help to the needy people, they can get meal for their family, a place to live or some clothes. Role of Assessment The student's grade should not necessarily reflect how many answers he got wrong or right on his tests or how his projects compared to the rest of his class; instead, they should be a measurement of the progress he has made over the course of his education.

This means that the teacher must initially assess the student's typical work output at the beginning of classes, to use as a reference point for progress made during the course. Additionally, each time a new subject is begun in class, the teacher should try to obtain some idea of the students' initial abilities at comprehending it, what Popham refers to as pretest data (14 Popham). For instance: when I attended public middle school, my course on U.S.

history was taught in a "drill-and-kill" manner. It was the sort of course that involved memorising predetermined lists of names and dates, and then regurgitating them for quizzes. This teaching method had two main problems: firstly, there was no attempt to make it relevant to the current state of America; history was as separate from reality as any fiction. Just as bad, the names and dates we learned were of no obvious use outside of the classroom. The students had little ability to use the information to study other aspects of American history; they were exclusive to the lesson at hand.