I feel that schools focus too much on the theoretical and not enough on how things in life really go.I have friends who excel in economics, but still do not know how to make their tax returns. Of course that role also lies with the parents and the people themselves, only the school could help here some more.
These are some things I have missed:
- Personal finances: Most pupils are almost 18 at the time they leave high school.
At that age, a lot of things come to you, where your parents are no longer legally responsible at that time. I think that the school in this transition should provide more support, and should give courses on things that are going to occur in practice. For example, how to make a (study) loan, request a refund of your tax, compare and apply for a health insurance etc.
High school brings so many changes with it, which can be very heavy for teenagers. I find that students need to learn to take good care of themselves (and others). On time to draw the bell, make things negotiable, and what you can do if it doesn’t go so well. It seems to me nice if there are occasional lessons on mindfulness and meditation in addition to the gym classes.
All these things are also a piece of life experience, which you do by just doing it.That must remain in part, not everything can be chewed, but a little more support in the adult would not be wrong.
The French and the Germans now speak better English than the average Dutch schoolchild realistically speaking French or German will learn, but that does not apply to deaf fellow citizens.
In addition, sign language is also useful for hearing when the sound pressure is high or if you want to talk in the silence coupe of the train.
You have to do exams for the strangest things, but children can just do it without ever having thought about it any good.
I would like to see that differently.I think that this should be a profession in school.
And especially the part that one often forgets: listening.
It sounds soft but it is ‘ harder ‘ than the hardest science.
Getting clear what the other means and being able to clarify what you mean resembles paper very simple (We inform about and over again and then we understand each other) but requires a lot of targeted energy.
To begin with, you have to be able to look very honestly at yourself and pass on your own patterns and ‘ do something with them ‘.’ Radical honesty ‘. Your own real I discover and dare to communicate there.
Conversations seem to be words to go but play out at the level of relations.One is more often involved with himself, with how he (she) happens, the impression that must be left (fast, beautiful, successful etc.) than with a conversation. Implicitly manipulative, guiding and not explorating.
We fill a lot for ourselves because we think we know ourselves and know who we are.Conversely, of course, we also know the difference between what the other is saying and what is meant. We do not need to make any words of dirt.
The self-image is often not correct.The image we have of the other is rooted in our expectations. And the one you ‘ communicate ‘ with is probably not so good and has a quick idea about you and enough of a half word. Say no more. Nod nod. Wink wink.
I have read a lot about negotiation and negotiating theories and have also been trained reasonably well.Something I discovered a time ago but the naming of which did not initially attracted me was NVC: Non Violent Communication by Marshall Rosenberg. I got stuck in it, and was reasonably surprised by the seemingly simple methodology and backgrounds. I thought that this should actually be taught as a profession in schools.
So when I read the question, I immediately had an answer;
‘ The profession that you should learn at school but what is not given is non- violent communication ‘.
But because that would be a very short answer, I typed all those words that preceded it as an explanation.
I believe that there is a need to teach about relationships in schools.
I don’t mean sexual education!
I mean lesson by women who have a nasty relationship behind them or who are mistreated and are far enough into their processing process to be able to tell about what that means.
But above all: what the signals are, the signs on the wall, that the other one hurts you, or you are being hurt or do not deal with you with respect.
Perhaps we can employ these experience experts to teach schools and initiate a process of awareness about destructive relationships, which means to be mistreated for years, what that means for the children, and above all:
How you can recognize signals as early as possible so that you can end the relationship before it is seriously out of hand.
Besides the focus on IQ also a profession that focuses on EQ (emotional Intelligence): How to cope with your own and other people’s emotions, be able to communicate and listen well, interact with others (how to enter deep and close relationships)…
Also learn to think critically, properly identify your boundaries, recognize manipulative behavior and know how to deal with it
Cbt!Cognitive behavioral therapy. I regularly come across 50 of those who struggle with a wrong mind pattern. Too much and too deep and also still wrong with your thoughts are busy has a gigantic impact on your life. That could have been different if you weren’t running continuously next. Having a young age set the right way for your mind is definitely essential and can benefit from it. I hope this will ever come.
Because we are now focusing too much on learning how to use grammar, instead of what it is, everyone finds that much too difficult.
Would be much better if we were to get a grammar box, very early on, where we learn what it is right and how it works.
That way we learn what the usefulness of that grammar is.We Learn what its importance is in our daily life, to learn languages, to understand things better, to be able to express ourselves better, etc.
Maybe to start counting and language.