"GREAT EDUCATOR"

 The cultural context of children and youth is changing with current trends in society. Yet, the factors that influence the cultural contexts such as family, ethnic culture and customs, and their neighborhoods continues to be a major influence for many children. The newest element that children face in our current society is the ever growing availability of social media. Television, such as Reality T.V., facebook, and twitter have begun to influence our youth beyond the families control. At one point, people believed it took a village to raise a child, now it seems that every man or woman is an island when deciding what is best for their children.

 As educators face all the cultural contexts that our children and youth face it may be extremely easy to relate to their issues or very difficult to understand them.  Educators are fighting children who no longer feel school is a benefit to them, parents that need their children to fore go education to work, or those that fall prey to societies many pitfalls. Educators often face hardships when the students live in  poverty stricken areas. Students typically fall short in parental guidance or having their immediate needs met for various reasons. The biggest issue that is presented to teachers is communication between the teacher and parent. Teachers, especially on the secondary level, disseminate information directly to their students. This information rarely  makes it to the parent. Parents are often unaware of the day to day task their children face each day. Teachers normally hear from parents only as a reaction to an event, if at all. Teachers are faced with the students being more technologically savvy than their parents. Students often check their own grades or email their teachers directly.

 However, teachers and students are often times bombarded with very involved parents. This may create a lack of responsibility in some students, while this same scenario motivates some students to do their best. Parents may communicate and coordinate strategies with the teacher to help their students become successful. Other influences that motivate or deter students are the set group of friends that they choose to have. Students often mimic popular culture in their speech, clothes,  and opinions. These trends may encourage students to do what is seen as correct thing by the peers. Often times,  these trends are the total opposite of what parents and teachers want.

 The possibilities that cultural context of youth gives to teachers is the opportunity to understand the students as they are. Educators learn how to connect with students through language, music, family similarities, or other interest. When educators are able to connect with personal interest of their students; it opens the possibilities to learning beyond the basics. When this connection is made, students begin to trust and build a relationship that extends beyond the curriculum.

 Dewey's assessment that schools are a secondary agency to impacting students is correct to a degree. Many students in our current society only have personal social contact with others in school. Computer and smart phones have taken away the need for children to communicate face to face. While incorporating technology, teachers must insert human relations back into the program with students. Children are able to hide behind bad manners or low expectations, because we highlight this type of behavior on every aspect of the media. The "mean girl" or "bad boy" is always the popular one on television, which makes these traits very appealing to youth. Teachers must do everything possible to deter this method of thinking in our students.

 Teachers must also teach students how to deal with family and financial issues that arise. These two factors control a great majority of a students success. Students often emulate successful members of their family or community members. Yet, those without successful models in their day to day lives,  may gain this example through their teachers. Teachers are the "Great Educator" because they reach beyond social influence, especially when we invite aspects of the social world into our classroom as teaching tools.