OPINION

//"If we can develop ways to teach and learn by engaging all seven intelligences, we will increase the possibilities for student success and create the opportunity to, in Margaret Mead’s words, "weave a social fabric in which each diverse human gift will find a fitting place."// That being said, students should not have to pay "extra" for these activities. As a mom of a kindergartner and 2nd grader, I am already seeing the unfair advantage/disadvantage some children have because of the ability or lack there of to afford extra curricular activities. My children have been in activities since they were age 4. There is a definate advantage for them when looking at the skill level of others who have not had this opportunity. Many students are missing out on extremely important learning and are deprived from something that may be their biggest strength, due to the fact that their parents cannot meet the financial requirements. I feel that extracurricular activies have the potential to teach our children just as much if not more than traditional classroom learning can and funds should be divided equally to support all. ||
 * ||  || What subjects should our schools emphasize? ||
 * Dr. Tim || Fiegen || How about PE? Gov says our kids are too fat, so more PE? ||
 * Amy || Acheson || Even if you implemented more PE __#|classes__ that does not take away from what kids do at home. Let's say even an extra hour of PE was added -- kids can still sit at home and do nothing which ultimately adding more PE time does nothing. I think more Spanish could be implemented. I learned Spanish in 6th grade and that is where I retained the most! Also, sign language would be beneficial. The school I work at has several children that sign and our interpreter actually offers a class for students and several kids participate. The kids enjoy the class and actually learn a lot to better understand those special needs kids! Pretty cool. ||
 * Spencer || Adams ||  ||
 * Justin || Barnett || Stick to the fundamentals such as math, science, and English. Our nation is overweight, which might actually be caused by lack of fundamental knowledge that can be gained through these subjects, mainly science and math. Our nation's science and math scores have dropped into the mid 20's as far as international ranking are concerned. If weight control is a concern for our children, then obviously the parents need to be held accountable and offer health eating choices for their children at home, and start at an early age. Also, limiting electronic time and allow plenty of time for outdoor exercise. As for the schools, if a parent were to actually see the nutritional facts of the foods served in school, they might be shocked. I can remember children in my school cafeteria having four or five carrots on their plate with a cup of dressing smothered all over it. Obviously this child has no idea the amount of fat and calories he or she is eating from this "healthy" snack. Simply put, healthier meal choices served in schools along with educating the parents and children about healthy eating habits would help. ||
 * ||  || Should we be primarily concerned about preparing academically proficient individuals for higher education? ||
 * Kathryn || Brock || I think we should be concerned primarily with making individuals aware of the options available to them. I know many extremely intelligent people who chose to pursue __#|careers__ that required only vocational/technical school, or on-the-job training. I think it is important to encourage academically proficient students to examine their options for their future. That the decision of whether to pursue a university or vo-tech education should be his/her decision, and educators should support that decision. Another issue to consider is the location where a student intends to live. I am a prime example of that. My bachelor’s degree is in Sports Management…not particularly useful in Delmont, SD. However, if I had chosen to live in a large city…I probably could have pursued a career in that field. Based on my experience, I think it is important for students to consider where they anticipate living as an adult, when considering a career/education path. ||
 * Abigail || Bulock || I don't know really how to answer this question. I think that the idea behind trying to make academically proficient individuals for higher education is not a ideal kind-of thing. Many people don't need to go to higher education for some jobs. I think individuals should make the choice to go to higher education and see what fits for them. Higher education is great for people that need it for the type of job they want to do. Having the skills for some jobs requires higher education, and those jobs include mechanic work, producing technology, and other types. There is nothing wrong with higher education; however, people should have the options of what they want to do after K-12 schooling. ||
 * Timothy || Furness ||  ||
 * ||  || Should we be producing individuals with marketable vocational skills? ||
 * Ashley || Geditz || I think we should be producing individuals with marketable vocational skills. Not every person is cut out for a 4-year college, and depending on what you want to go into, a vocational program would be a far better choice. Some people will want to join the workforce right away and having these specific skills will prepare them for the career of their choosing. However, there are obviously certain careers where a vocational program would not work such as being a doctor or a lawyer, but having __#|vocational programs__ available for those who are seeking a skill specific job is still important. ||
 * Amanda || Gilbertson || I have two opinions on this because of the fact some kids choose to go to a four year college program and some choose to go to a vocational school which allows them to only focus knowledge in one specific area. However, giving kids an opportunity to gain marketable vocational skills, will not only help them find jobs after a vocational program, but it could also prepare four year college students with the skills to find jobs right after graduating with a major specific job. There is that fear when students graduate from college, having the "what now" factor. They often wonder what do I do with my life now, and how do I find a job. Having possibly a few courses to help with this, will help students overall be more marketable when looking for a job and starting fresh. ||
 * Lilian || Harmer || Taking in consideration that 50% of our graduates will attempt college and half of the 50% will become college graduate, I think the focus of public schools should be in preparing students with vocational skills. The school should help students gain hands-on experience in various careers and should motivate students by responding with their individual styles and different backgrounds. High school students should graduate with a marketable vocational skill so after graduation students that do not attend college can be ready to go straight into the workforce. ||
 * Tyler || Hennagir || This is acualy the most important thing you can have. Attending a vocational school may be a amarter choice than a 4 year school in the long run. You only have to go to school for 2 years and you acualy do hands on training for a career. There is significantly less debt to worry about and you acualy learn important life skills. Most the time a student can find a job they like right out of school and many students can find jobs before they are even done with school. ||
 * ||  || Should schools be addressing social justice issues? ||
 * Stacey || Hopf || I believe that schools should be addressing social justice issues because our society is increasingly becoming more diverse culturally, linguistically socially and economically. Schools enroll many students that vary in cultural backgrounds, language and religious beliefs. According to the text, nearly 50 million children in schools are nonnative speakers of English. In order to create continuity in classrooms and communication with parents, schools need to address the issues that rise, such as parent involvement and student testing.Addressing social justice issues is important for schools to run smoothly and make all students get the education the deserve. ||
 * Mary || Kohler || I think schools should be addressing social justice issues. Students need to know current issues that arise or past issues. I think there should be more time where classrooms talk about issues like this especially for students who are older and can understand what you are talking about. I think it's the schools job to address these issues. ||
 * Kayla || Kost || Yes. I’m not saying we should give our kids picket signs and take a field trip to the nearest protest, but what good is an education if you graduate without knowing your own world and what’s happening with the people in it? Students should learn more than just how to fill in the right bubble. They need to be knowledgeable about issues that could very well affect themselves or someone they encounter someday. There is no excuse for allowing students to graduate and then sending them blind and ignorant to face the world they've been sheltered from for. With that, I don't think teachers should try to spread their opinions to their students. It may sound a bit cliché, but I think we should teach students how to think, not what to think. They should have an awareness of a variety of social issues, be introduced to the facts and different sides regarding those issues, and be taught how formulate, develop, and articulate their own opinions. ||
 * ||  || To what extent should schools address persistent social problems such as substance abuse and healthy living? ||
 * Jennifer || Lease || I think that schools should do all they legally and financially can to address social problems. Healthy living shouldn't go beyond offering PE and other activities that will get students moving as well as offering the most nutritious breakfast and lunches possible. As far as substance abuse and other social issues, I think schools need to be aware of what is going on in a students life, and to step in where needed. If they feel a student is an "outcast" with their classmates, I think counseling would be beneficial to try to improve that students future. If a school suspects a student is struggling with substance abuse issues, immediate action should be taken, and if it is the students parents/caregivers, I think the school should monitor to ensure the student is safe. ||
 * Melissa || Ledeboer || Schools should address any persistent social problems. If parents have substance abuse problem they need help and their kids should not be in their care if they are under the influence. Parents also need to provide a healthy living situation, if not the kids should be removed and the parents should be taught how to provide healthier living situations. Kids that come to school that have not showered in days, smell like cigarrett smoke, or are dirty get made fun of by other kids. It is sad because these kids do not know the difference. ||
 * Eric || Liles ||  ||
 * Alyssa || Masie || Schools should especially address problems like substance abuse and healthy living because children are going to learn early what to do and what not to do and have these skills for their whole life. A child who is living in a home where substance abuse is present is probably being neglected in some other way and it is not something the child can control so schools should take up the slack and prevent these situations to the best of our ability. Every child deserves a chance to a healthy, happy life. ||
 * ||  || Should there be standardized expectations for all learners, or should there be a focus on the development of the unique potential of individuals? ||
 * Derek || Mertz || I feel there should be standardized expectations for all learners. These should ensure students are learnering the bare minimum in core subjects. However, I feel these expectations should only be used to make sure teachers are teaching the basics correctly. From there I think we should focus on the development of unique potential We can't teach students like they all are going to be doctors, because not all students have the correct interests and skills to be doctors; even if we were to succeed who would have the correct skill set to fix those doctors' cars when they broke down? ||
 * Chelsea || Meyer || No, I do not think there should be standardized expectations for all learners. I think there should be a focus on the development of the unique potential of each individual. Every student learns at a different pace and learns material in different ways. Standardized tests are made for the students to be compared to each other and not all of the students are going to learn the same and the same times. Since students all learn differently we need to make it easier for each student. We need to adapt to all the different situations and make it as easy as possible for each student to learn the way they chose over the standardized tests. ||
 * Neal || Petersen || I believe there should be standardized expectations for all learners. You have to have some way to measure the effectiveness of a school and it's teachers and one of the ways is to test over those standardized expectations. If a student is falling behind in a particular area of learning then they may need to receive extra attention to bring them back up to the level that they should be at. I understand that everyone learns differently and is unique, but there has to be some set level of expectations. You can look at the standardized expectations as a goal to try and get each individual to reach. ||
 * Kayla || Plimpton || I do not think there should be standardized expectations, because all kids learn and develop differently from each other. Some kids may learn faster than others and some kids can not help that do not learn as well as their neighbor or another kid in their class. I do not think their should be specific expectations that kids have to achieve at a certain deadline. ||
 * ||  || To what extent should schools be developing moral and ethical character? ||
 * Kahryn || Ragsdale || Schools should develop moral and ethical character to a certain extent; it should be developed in a way that each student understands why certain laws and rules are set in place, which is to assure the safety and well being of themselves and everyone around them. Along with helping the students to understand why these laws and rules are made, other options to resolving a problem they are faced with should also be explained. For example, if the student believes that it's okay to steal food under the circumstance of potentially starving to death, then the option of seeking help from the local banquet should be addressed. Religious beliefs may play a role in moral and ethical character, but developing this character should ultimately be addressed in the way that students realize and understand the consequences of their actions and how it effects not only them personally, but also others around them and looking at the bigger picture. ||
 * Dawn || Ruhlman || Schools should build on the moral and ethical teaching done at home. Schools should develop moral and ethical character when there is increase of crime. School need to start in Kindergarten with ideas of moral and ethical character. At a young age they learn smalls rules and laws that will affect them at that age such as wearing your seat belt. As students grow and go on to higher grades they are faced with harder decisions dealing with moral and ethical character. Everywhere a student goes they are faced with moral and ethical issues. Teachers need to find different ways to teach moral and ethical character because all people learn differently. The Constructivism way to teach laws and rules is to give the students options and see if they pick the right one. If they do not explain to them what the correct way and then what the consquences of doing it that way. Small groups are also great way to let students discuss moral and ethical issues. When teaching moral and ethical character to a class the teacher has to take into count the language, culture, religion, and beliefs of each student. All during the education process right and wrong decisions and actions should be taught. Students should learn their actions affect others. ||
 * Connor || Ruppert ||  ||
 * ||  || What should the schools do to prepare individuals for their citizenship responsibilities? ||
 * Ashley || Ruud || In order for students to fully understand our citizenship responsibilities I think that the United States history should be better taught throughout our entire school career. I feel that there are so many people now that do not want to vote because they feel uneducated about what is going on in our society and they just do not care anymore. If everyone would understand their citizenship responsibilities better I think our nation as a whole would improve, and it needs to start with the schools teaching them about our role in this society. ||
 * Sijing || Tian || The citizenship involves playing an active part in society, and the citizenship education gives people the knowledge and skills to understand, challenge and engage with our democracy: politics, the economy and the law. The schools and colleges, not simply to teach citizenship but to demonstrate it through the way they operate. Schools should make people to make their own decisions and to take responsibility for their own lives and their communities. The schools should help them to develop self-confidence and deal with life changes and challenges successfully. ||
 * Yusuf || Vinson ||  ||
 * ||  || Should we have to pay for extra curricula activities? ||
 * Angela || Wagner || I think that extracurricular activities are EXTREMELY important in the overall success and education of a child. Looking at Gardners theory, there are MANY ways that people learn; and music, sports, art, etc are a main way to learn for some students.
 * Christina || Warnke || I don't think that parents or students should have to pay for extra curricula activities. It puts a major disadvantage to those who cannot afford to pay for all the equipment and other things required for those activities. I feel like every kid should have the opportunity to partipate is sports, band, clubs, etc., regardless of how much money their family makes. We offer FAPE to everyone and help them feel equal, so why not have the same mindset for extra curricla activities? I think that when a student really wants to do an extra curricla activity, it may help their learning also. They may feel more like "part of the school" when participating in such activities, their motivation to do well in the activities might show positive results in motivation to do better in their overall education. I think it also helps children with learning what it's like to work together as a team and build a child's motivation to have a goal and accomplish it, which is important to learn at a young age. ||
 * Brianna || Wingen || I think that the funding for extra curricular activities should not be paid for by the students families. I believe this because there will be a number of students that will be discouraged from going out for extra curricular activities because their parents may not be able to afford the cost just to enroll their child into the activity (not including the cost of pictures, gear, or anything the child will need for the activity). The cost of extra curricular activities really add up and if you place this responsibility on the parents it will either discourage the children from even asking if they can join, or the parents may have to even deny their children the opportunity to join which ever activity their child is interested in because of the cost. It might be best for extra curricular activities to be funded by the state in order to give every child equal opportunity. If it becomes the responsibility of the parents to pay there will be a decrease in student involvement in extra curricular activities and the children left out will not have the same opportunities as the students that are able to be in extra curricular activities. Also, if funding is an issue for the state they should not go and cut the fine arts activities because there are so many students that are involved in fine arts and they deserve the same opportunities to be involved with the school as an athlete. ||