Impact of Tourism Industry to the Environment Essay Example

Impact of Tourism Industry to the Environment Essay Introduction The touristry industry can present a menace to the environment. if alterations made to it are non sustainable and are irreversible. This paper is entitled Impact of the touristry Industry to the Environment: A Filipino Situation. The research workers want to discourse how the touristry industry can present a menace to the environment sing to the alterations made. whether it is non sustainable and irreversible. The research workers chose to make this paper in order to finish the major demand of Comski 2. Second. to use their cognition on what they’ve learned from the survey of research. Third. to use their acquisition on APA. Hopefully. this paper will function as mention usher for the approaching touristry pupils to develop their authorship accomplishments and love for reading. This research paper will assist the pupils to hold a better apprehension on how the touristry industry can present a menace to the environment when a non sustainable and irreversible alteration have ma de. Harmonizing to It’s More Fun in the Philippines web site. the Philippines is the 3rd largest English speech production state in the universe. It has a rich history uniting Asian. European. and American influences. We will write a custom essay sample on Impact of Tourism Industry to the Environment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Impact of Tourism Industry to the Environment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Impact of Tourism Industry to the Environment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Prior to Spanish colonisation in 1521. the Filipinos had a rich civilization and were merchandising with the Chinese and the Japanese. Spain’s colonisation brought about the building of Intramuros in 1571. a Walled City comprised of European edifices and churches. replicated in different parts of the archipelago. In 1898. after 350 old ages and 300 rebellions. the Filipinos. with leaders like Jose Rizal and Emilio Aguinaldo. succeeded in winning their independency. In 1898. the Philippines became the first and lone settlement of the United States. Following the Philippine-American War. the United States brought widespread instruction to the islands. Filipinos fought aboard Americans during World War II. peculiarly at the celebrated conflict of Bataan and Corregidor which delayed Nipponese progress and saved Australia. They so waged guerilla war against the Nipponese from 1941 to 1945. The Philippines regained its independency in 1946. Filipinos are a freedom-loving people. hol ding waged two peaceable. exsanguine revolutions against what were perceived as corrupt governments. The Philippines is a vivacious democracy. as evidenced by 12 English national newspapers. 7 national telecasting Stationss. 100s of overseas telegram Television Stationss. and 2. 000 wireless Stationss. Filipinos are a fun-loving people. Throughout the islands. there are fetes celebrated mundane and foreign invitees are ever welcome to their places. Harmonizing to Tourism Research and Statistics Division. visitant reachings in 2013 totaled to 4. 681. 307 exceling the old year’s record of 4. 272. 811 by 9. 56 % . This effort gives the touristry industry a new milepost as tourers continue to show sustained growing amidst challenges. During the twelvemonth. visitant count reached an all clip high of more than 400. 000 during the months of January. February. March. July and December. The highest growing rate. on the other manus. were recorded in February ( 15. 8 % ) . June ( 14. 0 % ) and August ( 13. 0 % ) . Koreans remain the biggest beginning market with 24. 9 % portion to numb er inward visitants for 1. 17 million reachings. This market continued to prolong growing at 13 % by year-end. The successful decision of air services understanding in this market has contributed to increase in flight frequences in cardinal international gateways. Chinese tourers have bounced back with year-end growing of 69. 9 % for a entire visitant reaching of 426. 352. This volume surpassed the revised mark for China of 260. 000 set at the beginning of the twelvemonth. The significant addition in Chinese visitants was first felt in May when reaching posted 107. 7 % growing. For the past eight months. growing was steady at more than 100 % to duplicate figure. Consequently. Chinese visitant portion to number inbound expanded from 5. 9 % in 2012 to 9. 1 % in 2013. Nipponese visitants continued to lift steadily with 433. 705 reachings for 5. 1 % growing. The execution of new plans and debut of new merchandises aiming new and niche markets have revitalized the growing in this market. Staying as the 3rd biggest beginning market. Japa n accounted for 9. 2 % portion to entire visitants. Australians and Singaporeans have already surpassed the Taiwanese as the 4th and 5th beginning of visitant reachings. These markets posted 11. 4 % and 18. 0 % . severally. These markets demonstrated slow but consistent enlargement from 7th and eight ranks during the twelvemonth. Visitors from the United States of America ( USA ) contributed the 2nd biggest reachings at 674. 564 for a portion of 14. 4 % . Other states that contributed well are Taiwan with 139. 099 reachings. Canada with 131. 381 reachings. Hongkong with 126. 008 reachings. and United Kingdom with 122. 759 reachings. Malaya with 109. 437 reachings and Germany with 70. 949 reachings. Furthermore. the following markets generated notable additions: Saudi Arabia ( +29. 7 % ) with 38. 969 reachings. Vietnam ( +27. 8 % ) with 26. 599 reachings. Russian Federation ( +25. 2 % ) with 35. 404 reachings. Indonesia ( +24. 5 % ) with 45. 582 reachings. United Arab Emirates ( +19. 5 % ) with 15. 155 reachings. Thailand ( +16. 8 % ) with 47. 874 reachings. France ( +15. 8 % ) with 39. 042 reachings and India ( +12. 5 % ) with 52. 206 reachings. By regional grouping. the East Asia part continued to lend the biggest reachings for portion of 49. 1 % with 2. 298. 597. The part posted a double-digit addition of 12. 73 % vis-a-vis its old year’s part of 2. 038. 987 reachings. The ASEAN part maintained its place as the 3rd largest subscriber of reachings by part. accounting for 9. 02 % of the overall traffic base. This part posted an addition of 12. 49 % . from its end product of 375. 190 in 2012. Entire grosss gained from inward visitants for the twelvemonth was estimated at US $ 4. 40 billion. equivalent to Php 186. 15 billion. up by 15. 1 % . The overall mean length of stay of visitants in 2013 remained at 9. 6 darks. Foreign visitants stayed for an norm of 9. 4 darks while Abroad Filipinos stayed an norm of 18. 8 darks. Average day-to-day outgo of inward tourers during the twelvemonth increased by 8. 7 % to US $ 101. 12 from the US $ 92. 99 recorded in 2012. Koreans showed biggest spent at US $ 140. 81 per twenty-four hours while visitants from the United States have the longest stay at 13. 4 darks. On the other manus. based on per capita disbursement of the Philippines’ top markets. visitants from Canada recorded the biggest spent at US $ 1. 393. 68. It was followed by visitants from Australia with a per capita outgo of US $ 1. 382. 48. Other high disbursement markets include: Germany with US $ 1. 360. 34. U. S. A. with US $ 1. 334. 34. United Kingdom with US $ 1. 306. 86 and Korea with US $ 874. 59. Statement of the Problem The survey shall concentrate on how touristry industry can present a menace to the environment. if alterations made to it are non sustainable and irreversible. This research paper will besides reply the undermentioned inquiries: 1. Make you believe that most of the alterations in our environment are caused by the development in our touristry industry? 2. What are the major alterations that happened in our country’s environment due to our ain touristry industry? 3. Make you believe that the policies made by the authorities to turn to environmental jobs which resulted from the touristry attempts are effectual? 4. Have the authorities made attempts to do our environment sustainable to provide to the demands of the bally touristry industry? 5. How does the state respond to the turning jobs we experience in footings of our environment and its impact to the touristry industry? Scope and Restrictions This survey shall merely concentrate on how touristry industry can present a menace to the environment. if alterations made are non sustainable or irreversible. However. this survey shall non concentrate on other facets that are non related to the subject to be discussed. Methodology The research workers chose the subject how the touristry industry can present a menace to the environment. if alterations are made to it non sustainable and irreversible. The research workers made a research interview with an expert in order to reply the research inquiries being made. The research instruments used were the primary mentions from the Learning Resource Centre in College Department composed chiefly of books and some cyberspace sites that gave information related to the subject. First. the information was gathered by naming the rubric and writer of the book. Second. the research workers browsed some articles and cyberspace sites that can assist them to reply some demands needed in order to finish their paper. The program used by the research workers in their informations analysis started from the pick of subject to be analyzed. preparation of thesis statement. lineation. statement of the job and first bill of exchange. Shoping some background and other related information helped the research workers in making note cards. The research workers. through their involvement on the chosen subject. were able to explicate a research job. and a twosome of research inquiries. The research workers gathered information led them to the decision. Presentation and Data Analysis To finish this survey. it is necessary to analyse the informations collected in order to reply the research inquiries. As already indicated in the preceding parts. informations are interpreted in a descriptive signifier. This portion comprises the presentation. analysis. and reading of the findings ensuing from this survey. Presentation of Datas This survey presented how does touristry industry can present a menace to the environment. if alterations are made are non sustainable and irreversible. The research inquiries formulated by the research worker will be answered utilizing the readings of the gathered informations. General Overview Harmonizing to Eturbonews web site. the Philippines have the entire land country of 30 million hectares ; where the 15. 8 million is composed of tropical woods. Spread throughout the 7. 107 islands of the archipelago. these are place to a recorded 556 species of birds. 180 mammals. and 293 of reptilians and amphibious vehicles. every bit good as a huge assortment of trees. workss and flowers. Scientists have confirmed that. in the sum. 67 per centum of the aforesaid zoology and vegetations are endemic in the Philippines. Every twelvemonth. moreover. more new species are being discovered in the Philippines than in any other state. But as the Philippines’ population continues to turn. so hold its woods shrunk. In 1934. when the population was a mere 15 million. 17 million hectares were under forest screen. By 1960. the population had doubled and woods were down to merely 10. 4 million hectares. Since so. due mostly to illegal logging and slash-and-burn agriculture and despite authorities and private sector attempts to control them. the one-year deforestation rate has been at 2 per centum. These gathered informations came from a research interview conducted by the research worker to an expert. The expert who has been interviewed was Ms. Joreen Rocamora a Domestic Tourism instructor. Changes Caused by the Tourism Industry Harmonizing to Ms. Rocamora. non all of the alterations in the environment are caused by the development of the touristry industry. For her. these alterations in the environment are largely coming from people. It is non merely coming from the touristry development but besides coming from greeds. apathy and haughtiness of the people. When they seek for more. when they would desire to acquire more from the environment whether it is coming from the industry of technology and fabrication. if one is seeking more from it so. decidedly our environment would alter negatively. Second apathy. when one is apathetic. he or she does non care about the lives of other people particularly on how they lived. Environmental consciousness will merely throw away all of those things and one can harm the environment if we do non believe other people particularly the future coevals. whether it is coming from the touristry industry. technology or fabrication or any other industry like agribusiness. it could besides harm the environment. It is non coming chiefly from the touristry industry ; that’s why there is eco-tourism. Eco-tourism is low impact touristry. there is no demand for us to develop the country. we merely necessitate to keep. sustain and preserved what we have in the community. There’s no demand for a batch of visitants to busy the said country. Tourism development. yes it is one of the ground if we do non minimise the negative impacts of development in our state. peculiarly in a certain finish. If we maximize all the positive impacts decidedly it will non harm the environment. For illustration when we have new hotels. if they use solar for their power. if they use organic stuffs. if they use biodegradable and even recycle H2O to cover the field and even the golf classs for irrigating the golf classs ; when you say touristry development you besides pertain to patterns and direction systems. For illustration. corporate societal duty wherein hotels their direction make out to the community to assist them and to clean up. to hold coastal killing. make tree planting. Travel bureaus. when we have travel bureaus. they besides have green motion plan wherein they lessen the usage of documents and they create bundles that would include tree seting activity. coastal killing. voluntary touristry. It means that even if we have to develop certain countries. we can still minimise negative impacts and be able to make out to the environment and to the community. We give back to the environment and to the community by supplying occupation chances. The interview merely states that most of the alterations made to the environment came non merely in touristry industry but besides in other industries whether it is sustainable or irreversible. Peoples can be considered as one of those who make alterations to the environment due to its apathy and haughtiness. They can besides be the one to do some necessary actions in order to continue the natural resources our state have. Major Changes Happened in the Country’s Environment from Tourism Industry Positively we have a batch of developments in our state in the environment like La Mesa Eco-park. the rehabilitation of the eco- park because of touristry industry. because of the local authorities unit and the committee on the Parkss they are able to make such plans that give support. chances and rehabilitate La Mesa Eco-park. Pasig River is besides being restored. We besides have several Restorations of Parkss wherein they offer bundles like a guided circuit with the usage of eco-friendly stuffs. When you say major alteration. I can state in the environment it is a major alteration that happened in our state it has rehabilitated and it has sustained our country’s premiere vanishing natural finishs. All in all. most of the alterations made to the environment came from touristry industry due to eco-tourism wherein people sustained. maintained and preserved the beauty of natural resources. Due to eco-tourism there are a batch of Parkss and H2O signifiers being rehabilitated. That’s why it can be considered as one of the major alterations made by the touristry industry to the country’s environment. Environmental Policies We have one. the latest is Bangon Pilipinas . and it is a plan coming from the Department of Tourism wherein the purpose is to assist the Samar and Leyte and even the Bohol who were affected by the recent typhoon Yolanda and the temblor. Most of the returns from the packaged Tourss are given to the community and to the people from Samar. Leyte and Bohol. Some illustrations of the environmental policies are no smoke in some countries. the usage of eco-bag. There are Torahs and environmental plans coming from the authorities like no to excavation. no to dynamite fishing and the no to killing of giants. now they are continuing this nonextant giant sharks and no to killing of Primatess like tarsier and other autochthonal animate beings. When we say environment were non merely speaking about workss. we have the vegetations and zoologies. ecosystem. Marine rich diverseness that’s portion of the environment. Harmonizing to Eturbonews web site. an article entitled The Philippine Environment and its Eco touristry Potential states some related subjects to environmental policies of the state. Thence. in melody with recent planetary waking up. aided by mainstream media coverage of environmental issues. and following new attacks and schemes toward salvaging the planet for descendants. Filipino authorities bureaus and the private sector have been working closely to concentrate broader attending on a beginning of great pride for the Filipino state. the country’s abundant wealth of endemic species and the hasty rate at which these species are diminishing and vanishing. Attempts Made by the Government Yes. Loren Legarda. one of our senators is one of the advocators for environmental plans. She is truly prosecuting this sort of attempts from the senate. We besides have Commissioner Nyem. he is the 1 who argues to the House of Representatives. he is besides the representative to the United Nations World Tourism Organization in the environment. He is the 1 who made run for environmental plans. Yes. they’re making attempts with respects to. particularly. non merely coming from the touristry development. as what I have said when we say development it means we are able to develop one country utilizing recycled stuffs. reclaimable. like E-jeepney. solar energy. so we can equilibrate the positive and negative effects. It doesn’t mean that when we develop a certain country the environment would be destructed. Not all alterations made in the environment can bring forth negative effects. In developing environment we have eco-tourism so it doesn’t demand to develop. because when it comes to eco-tourism it’s about prolonging the environment. When we say development it is excessively wide. we can give chance. Development is non merely about substructure. it is non merely amenities. it is non merely widening of tonss. When we say development we can besides supply employment other people which can assist them gain money and increase their criterion of life. Filipinos Respond to the Environmental Problems Our country’s ways to react to jobs are by agencies of policies. As what I’ve said. the environmental Torahs. the patterns that they are implementing. coordination should be present when the policies are executed ; those are the touristry planning and development in our state. Part of our strategic waies for national touristry development program is developing and prolonging the finishs we have. One of the ways our state is reacting to the jobs in the environment is by delegating zones called the T. E. Z which stands for Tourism Enterprise Zones. and are the lone 1s allowed for farther development. Other parts non included in the T. E. Z. are non allowable for development because they should merely prolong. preserve and keep it. The most of import thing is it should get down from us because we are one of those that contributed to the agony we endure from clime alteration and planetary heating. The ground behind the sudden alterations in our environment is that it can besides come from our ain action. We should non be dependent to our authorities in doing programs for the hereafter of our environment. We should hold the enterprise to make our portion even if it will be merely in little graduated table. As strategic waies of the DOT. he said there is a demand to develop and market competitory tourer merchandises and finishs ; better market entree connectivity and finish substructure ; and better touristry administration and human resources. He lamented that the DOT’s budget of $ 10 million ( P423 million ) for selling and publicities has non changed in the past five old ages. compared to neighbouring states such as Malaya with $ 80 million and Thailand with $ 75 million. With this. he said the DOT will inquire the Department of Budget for an extra P5 million in their budget. In a statement. Tourism Secretary Ramon Jimenez said that clime alteration will go an progressively polar issue impacting touristry development and direction. The planetary touristry industry has been marked by alterations as a consequence of the impacts of clime alteration on touristry finishs. tourist demand. and creative activity of policy and direction responses adopted by cardinal stakeholder groups with regard to version and extenuation. Jimenez said. Keep touristry industry a float. Commissioner Heherson Alvarez of the Climate Change Commission said that while touristry industry is a subscriber to climate alteration by bring forthing nursery gas emanations through trust on autos. coachs. particularly air travel. every bit good as high degrees of energy ingestion such as air-conditioning. warming and lighting. feasible and sustainable solutions need to be considered. We are populating on unsafe but disputing times. To control nursery gas emanations and trust on carbon-heavy energy. we must scale-up the usage of renewable energy beginnings such as biomass. solar. micro-hydro and air current as they are abundant and ecologically sound alternate to fossil fuels. Alvarez said. adding that the extremely populated Philippines is vulnerable because of its comparatively low capacity to accommodate to the clime crisis. Alvarez farther said that touristry has a immense potency to relieve poorness and spur economic growing so it is pressing that the industry makes it sustainable and disaster-resilient. DOT’s plans are greatly threatened by clime alteration. We need to maintain the touristry industry afloat as it is a affair of national endurance. Alvarez stressed. Legazpi Mayor Geraldine Rosal. on the other manus. said that with the recent catastrophe that hit Metro Manila and assorted parts of the state. there is a demand for get bying mechanism to be able to accommodate to climate alteration and black effects. We need to advance now more than of all time the bottom-up attack or the acquisition by making attack to turn to the pressure jobs facing us now non merely in the eco-cultural touristry sector but in all perpendicular and transverse sectors of society. Rosal said. The non-government organisation Local Climate Change Adaptation for Development ( LCCAD ) headed by its President and Chairman Nong Rangasa said that the 1st touristry and clime alteration conference attended by local functionaries. concern sector and touristry officers aims to heighten the degree of apprehension of those with the touristry industry on how climate variableness and extremes could impact development. This conference was designed to showcase. demonstrate and interpret effectual and efficient execution of science-based analysis for clime alteration version and catastrophe hazard decrease steps. Rangasa said. Recommendations For the betterment of the survey. the research workers would wish to urge the followers: 1. This researched paper is suggested to the hereafter research workers to give them more penetrations about the subject. 2. It is besides advised that more resource stuffs be used to broaden the survey. 3. Choose a subject that they can easy understand and they must besides hold involvement in it. 4. Give commendation on every resource used to avoid plagiarism. 5. Follow the stairss in doing a research paper. 6. Last. it is recommended to develop the survey in a longer period of clip in order to get more information about the subject.

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McNamara (1985) concluded in his study that students benefit academically if they participated in high, moderate, or low numbers of extracurricular activity. Extracurricular activities offer an opportunity to interact in ways that allow the previously mentioned skills to develop. The developmental professionals believe that many of these skills would be impossible or very difficult to develop in a classroom setting. Marsh (1992) stated: According to different theoretical perspectives, extracurricular activity participation may be posited to (a) divert attention from academic pursuits, as evidenced by its negative effects on narrowly defined academic goals; (b) have little or no effect on academic outcomes but contribute to desirable nonacademic outcomes; or (c) have positive effects on nonacademic outcomes and facilitate academic growth, perhaps indirectly, as well. (p. 553) According to Marsh (1992), extracurricular activities may have both positive and negative effect on students academic growth. Based on this statement, Jordan and Nettles (2000) referred to structured after-school activities which have been associated with higher educational outcomes. Jordan and Nettles (2000), in their analysis of data from the National Educational Longitudinal Study of 1988, found that student participation in structured activities, religious activities, and time with adults during 10th grade had a significant positive effect on educational outcomes for those same students in 12th grade. Conversely, students who spent more unstructured time were at greater risk of negative educational outcomes. The authors provided a model reflecting that in addition to student characteristics and factors inherent in the school context, the investments students make during their off hours in themselves and in their community affects their investment in schooling and, consequently, t heir performance in school. It is important to note that the extracurricular activities examined in the study were broad-based, and did not specifically included homework assistance programs. Cosden, Morrison, Albanese, Macias (2001, cited in Jogovic, 2011) summarized the outcomes of 10 studies on structured after-school programs that offered students assistance with homework and other academic needs. Nearly all of the studies focused on children considered at risk for school failure as a result of low income, limited familial resources, and/ or poor grades. Further, these after-school programs offered a broad range of activities in addition to academic support (Beck, 1999; Halpern, 1992; Posner Vandell, 1999). While the nature of the academic support varied, each program provided children with structure and adult contact. The full impact of these programs on the students academic performance appeared to be combined by other child and teacher factors, such as increases in the childs self-esteem and school bonding and changes in teacher impressions regarding the effort and abilities of the students. In a comprehensive study, Cooper, Valentine, Nye, Lindsay (1999) also examined the relation between after-school activities and academic achievement as measured by standardized tests and teacher-assigned grades among students in grades 6 through 12. Using a questionnaire, adolescents reported approximately how much time they spent on homework, working at a job, extracurricular activities, structured groups outside of school, and watching television. Findings revealed that more time in extracurricular activities and less time in jobs and watching television were associated with higher test scores and grades. In addition, more time on homework was associated with better grades. In another study, both Beck (1999) and Halpern (1992) conducted qualitative evaluations of the dynamics of large, urban after-school programs. Beck (1999) studied a program that was suitable for youth from kindergarten through 12th grade. The author reported that the factors crucial to the programs success were the provision of a structured time and location for doing homework and instructional support. Beck (1999) suggested that academic outcomes of this program were conflated by changes in the students self-confidence as well as changes in teacher impressions of the students endeavors. Halpern (1992) conducted a qualitative evaluation of a program that provided after-school homework assistance to younger children (5-12 years old). Similar to Beck (1999), Halpern (1992) found that participation gave students greater confidence in their abilities and provided an opportunity to develop positive, school-related, adult attachments. Although the findings of these two studies were descriptive and did not identify causal relationships between homework completion and academic performance, they suggested that homework completion can affect students perceptions of themselves and teachers expectations of students in meaningful ways. In a comprehensive study of 400 elementary school children in several different after-school programs, Ross et al. (1992) provided support for using these programs to build self-esteem, while also finding that self-esteem can be a predictor of academic performance. The researchers found that participation in an after-school program designed to build self-esteem had positive effects on standardized test scores in math and reading, while receiving extended school time to complete homework did not have the same positive effects on self-esteem or achievement. These findings strengthen the idea that after-school academic support does the greatest achievement when it enhances the students perceptions that they can be successful at school. Several other studies (e.g., Morrison et al., 2000) have found that after-school academic tutoring or homework assistance may not result in an improvement in academic performance, but, rather, prevent a decline in performance that is evidenced by many at-risk youth. The extracurricular activities such as watching were connected to cognitive development of students (Shin, 2004). The amount and quality of television viewing and family involvement were not the only influences of helping at risk students. The effects of music and sports were also influential in their relation to the prevention of this decline. Morrison et al. (2000) studied 350 at-risk students, half of whom participated in an after-school program that provided homework assistance, tutoring, and cultural enrichment activities. They found after 1 year students in the program maintained their initial levels of school bonding and teacher ratings of student behavior, while some of students who did not participate in the program showed decreases on these measures over the same period of time. Ross et al. (1992) evaluated an after-school tutoring program serving low-income African American students. After 2 years, participants did not show significant increases in grades, but students who were not in the program showed a significant grade decrease. Together, these studies indicate that after-school academic support may play a protective role by helping to prevent a loss of school engagement even if it doesnt result in higher levels of functioning and academic success. Based on the concept of extracurricular activities, The Gevirtz Homework Project (Cosden, Morrison, Albanese, Macias, 2001) was established as an after school program. It differed from other previously reviewed after-school assistance programs in that it included students who were not at risk for school failure. All fourth-grade students in three participating schools were engaged in the project, with students randomly assigned to treatment (Homework Project) and non-treatment after homogenizing them into high, medium, and low achievement groups at school. Students were also homogenized on the basis of ethnicity and English proficiency, with equal numbers assigned to the homework project and to the non-treatment control group. The program was designed to provide students with homework assistance and to help them learn study skills. Students attended the program 2-3 times a week over a period of 3 years (Grades 4-6); although during the specified time the lack of attendance of some m embers in the treatment group was observed. All students in the Homework Project and the non-treatment control group were assessed at the beginning and end of each grade. Measures included students ratings of their impressions of school belonging, teacher ratings of student behavior, student grades, and standardized test scores from the Stanford Achievement Test (SAT-9). At the end of sixth grade, teachers rated English language learner participants in the homework project higher in academic effort and study skills than English language learners in the control group. This was not the case for students who were proficient in English. That is, students with English proficiency in the treatment and control groups had similar teacher ratings and academic outcomes at the end of the 3-year project. Further, there was higher overall attrition from the treatment group for English proficient students. It appeared that regular attendance in the Homework Project in fourth grade helped students develop study skills, which they were able to use in later years. This was supported by student interviews conducted as part of the process evaluation (Brown Herrity, 2001). In particular, the investigators found that students who benefited the most from the Project were those who learned to do homework right after coming home from school, while children who benefited le ast did not. For example, one child stated, Most of the time I start my homework right away (after school). I didnt do this in third grade. I guess I got in the habit from the Homework Project (Brown Herrity, 2001, p. 8). Some other studies, reported on the low dropout rate of students in school by doing the extracurricular activities (Cooper, Valentine, Nye, Lindsey, 1999; Gerber, 1996; Jordan, 2000; Mahoney Cairns, 1997). These studies typically assessed involvement in non-academic activities, most of which occurred after school hours. Rather than divert students from meeting their academic goals, studies found that students engaged in extracurricular activitiesincluding sports, service clubs, and art activitieswere less likely to drop out (Mahoney Cairns, 1997) and more likely to have high academic achievement (Gerber, 1996). Of particular importance, students at risk for school failure appeared to benefit even more from participation in extracurricular activities than do children who were normal achievers. Most researchers believed that involvement in extracurricular activities had an indirect impact on achievement by increasing connectedness to the school and by helping to build student strengths, thereby increasing self-esteem and positive social networks. Mahoney and Cairns (1997) noted that while supportive academic programs focus on the deficits of students, involvement in high interest, non-academic activities provides a gateway into conventional social networks through the maintenance and enhancement of positive characteristics of the individual that strengthen the student-school connection (p. 248). 2.2.1. Social Effect of Extracurricular Activities With regard to the importance of the extracurricular activities, a great body of research has been done to evaluate the social aspects of these activities on the development of students personal and interpersonal characteristics and the ultimate result in language proficiency (Astin, 1985; Tinto, 1993; Pascarella Terenzini, 2005). Some researchers focused on the affective side of extracurricular activities. One study found that adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations (Darling, Caldwell, Smith, 2005). Darling, et al (2005) conducted a longitudinal study concerning extracurricular activities and their effect on various aspects of development, including academic performance. A survey containing a list of twenty different extracurricular activities was distributed to students; they were asked to check which extracurricular activities they participated in that year. Demographic questions, such as their favorite activity, gender, and ethnicity were asked in order to take the social factors and influences into account when calculating the results. The students were also asked what their academic goals were and their grade point average (GPA). The results indicated that the students who participated in sc hool-based extracurricular activities had higher grades, higher academic aspirations, and better academic attitudes than those who were not involved in extracurricular activities at all. McNeal (1995) also attributed the low rate of school drop outs to the affective aspect of extracurricular activities. The outcome of his research was observed primarily among students who were at highest risk for dropout. The association between reduced rates of early school dropout and extracurricular involvement differed according to the competence of the individual. For students in the risk clusters, the associated reduction in dropout was stronger compared with more competent students. For students whose prior commitment to the school and its values had been marginal, such participation provided an opportunity to create a positive and voluntary connection to the educational institution. Unlike optional procedures (e.g., school dropout prevention programs, remedial education), which focused on the deficits of students, extracurricular activities can provide a path into the conventional social networks while, concurrently, promoting individual interests, achievements, and goals (Ed er, 1985; Kinney, 1993; McNeal, 1995). Thus, school dropout could be effectively decreased through the maintenance and enhancement of positive characteristics of the individual which intensified the student-school connection. Kinney (1993) commented that the associated reduction in school dropout was greater during early high school. One explanation is that the increased diversity of activities offered in high school provided adolescents more opportunity for activity participation suited to their interest-ability (Kinney, 1993). The range of activities included in the domains that risk students most often participated (athletics, fine arts, and vocational) increased during high school, as did their participation in these areas. Also many activities highlighted in yearbooks required expertise in particular domains (e.g., music, sports, languages, mathematics, science), some school activities required minimal academic performance in order to be eligible for participation in them. Furthermore, socioeconomic status, although not a general barrier to participation, could influence the types of activities students would choose to participate and the attainment of status within those activities was crucial for s tudents (Coleman, 1961, cited in Jordan, 2000). Thus, the effect could be stronger in high school because participation increases as a result of greater opportunity. In an exhaustive survey, Kinney (1993) referred to North American public secondary schools as unique educational places which offer a range of pursuits in classroom and beyond. In addition to offering a broad academic curriculum, middle schools and high schools encourage students to participate in various extracurricular activities; these include organized sports, special-interest academic pursuits, vocational clubs, supervised student government, newspapers, yearbooks, and various other activities. Extracurricular activities differ from standard courses in American school because they are optional, ungraded, and are usually carried out outside the school day in school. The researcher mentioned that although these activities are extra to the curriculum, they are closely linked to academic achievement and performance (e.g., math club, French club, national honor society). He concluded that the participation in this kind of context would enhance learning instruction. For example, parti cipation could raise an individuals status within the school, extend her or his social affiliations in the school community (Csikszentmihalyi, Rathunde, Whalen, 1993; Eder, 1985; Eder Parker, 1987; Kinney, 1993), or enable both to occur. The impact would be to make school a more meaningful and attractive experience for students who have experienced few successes in academic subjects. An overview of the educational and psychological literature on the effects of extracurricular activities indicates, curiously, that only subtle attention has been given to the effects of extracurricular activities for marginal students (e.g., Brown, 1988; Holland Andre, 1987). In contrast, a large amount of work has concentrated on the role of extracurricular activities for the smartest and the most privileged students. Specifically, (a) activities and positions of leadership may indicate only a small number of individuals (Brabd, 1987; Hollingshead, 1949, cited in Broh, 2002; Cooper, et al, 1999), (b) students of high socioeconomic class tend to report more engagement than lower class students and show greater leadership and talent within these activities (Csikszentmihalyi, Rathunde, Whalen, 1993; Hollingshead, 1949, in Broh, 2002), (c) girls tend to participate in more activities than boys (Coleman, 1961; Hollingshead, 1949; Jacobs Chase, 1989 all cited in Broh, 2002), (d) those individuals who participate in interesting activities tend to be popular with peers, are school leaders, and may be influential in conducting the status norms of the school social system (Coleman, 1961, cited in Broh, 2002; Eder, 1985; Eder Parker, 1987; Kinney, 1993), and (e) participation in academically linked activities is connected with somewhat higher levels of academic performance and educational attainment (Brown, Day Jones,1983; Marsh, 1992; McNeal, 1995; Shephard, 1996). Extracurricular activities also may facilitate the development of qualities such as determination and perseverance. Individuals with these characteristics may be less likely to surrender when they face challenging tasks at school, which also may explain the researchers found an association between extracurricular activities and school self-esteem (Marsh, 1992). 2.2.2. Formal and Informal Extracurricular Activities Some researchers have divided extracurricular activities into informal and formal activities. The formal activities include activities which are relatively structured, such as participating in athletics or learning to play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include less structured activities, such as watching television. Some literature on leisure studies has suggested that formal and informal activity settings have different influences on motivation and feelings of competence (Guest Schneider, 2003). One study found that more time in leisure activities was related to poorer academic grades, poorer work habits, and poorer emotional adjustments, while more time in structured groups and less time watching TV were associated with higher test scores and school grades (Marsh Kleitman, 2002, p.5). Structured activities outside of school may also facilitate the development of social ties (Eccles Barber, 1999; Larson, 1994). Time in organized activities, for example, may bring youth into contact with peers and adults who share their interests. Interactions with well-adjusted peers who share similar goals and aspirations, in turn, can motivate youth to do well in school and cause interest in future educational and occupational pursuits (Jordan Nettles, 2000). Jordan and Nettles (2000) also used broader conceptualizations of youths time outside of school among high school students and found that students who spent more time in structured activities (e.g., youth groups, sports) as well as students who spent more time alone in skill-building activities (e.g., computers, hobbies, reading) had higher math and science achievement. Schreiber and Chambers (2002) categorized adolescents after-school activities as in- or out-of school, academic or nonacademic, and organized or unorganized. Focusing on results for eighth grade African American adolescents, these researchers found that participation in out-of-school, nonacademic, organized activities (e.g., neighborhood clubs, nonschool team sports) was negatively related to math achievement, and participation in out-of-school, academic, unorganized activities (e.g., homework) was positively related to math achievement. These findings are consistent with theories about the benefits of participation in structured activities, which claim that such activities provide adolescents with opportunities to learn and develop skills (Bronfenbrenner, 1979; Larson Verma, 1999). In addition to specific skills, participating in sports and clubs may facilitate learning organizational, planning, and time management skills that are important for school success. Furthermore, participa tion may have implications for the self-system (Holland Andre, 1987). For example, participating on a sports team may promote self-confidence. Also students learn the attitude of respect toward their counterparts. They try to tie up their good school relationships and continue their friendships outside of the context of school. The feeling of self efficacy can also be developed within individuals as they see themselves supporters of other fellow students and the leaders of the groups. Leadership qualities are the special personal traits that their root can be strengthened within school days. 2.2.3. Academic Extracurricular Activities Extracurricular activities that focus on academic areas include the school newspaper, quiz team, science club, school government, and debate team or journalism club. Each of these activities promotes academic excellence and provides students with an opportunity to expand their content knowledge outside the classroom (Linder, 1999). While building leadership skills, students will also learn the advantages of technical writing, keeping and meeting deadlines and public speaking. Students will also have opportunities to broaden their content knowledge about unfamiliar subjects by conducting research in preparation for debates or academic competitions (Mahoney Cairns, 1997). Regarding the role of extracurricular activities for ESL/EFL students, Al-Ansari (2000) confirmed the previous research that  sheltered curricular exposure to the target language through English-medium instruction would seem intuitively to be a qualitatively different and potentially much richer source of intake than other, less sheltered kinds of exposure, especially as far as the development of academic proficiency in the target language is concerned (Krashen 1982; Wigzell 1983; Wesche Ready 1985). ).  In order to verify this impression, Al-Ansari (2000) carried out a study in a sample of Bahraini university students. He gave the students two types of questionnaire. The first part of the questionnaire was designed to measure the amount of extra-curricular contact and the second part the amount of curricular contact through English-medium instruction in subjects other than English language.  Ã‚  For the first part of the questionnaire, a set of questions, each with three alternative responses, was formulated to measure the frequency/duration of each of the modes of contact: Extra-curricular listening activities included watching English videos, films and TV shows, listening to English programs on the radio. Listening activities consisted of both academic and nonacademic extracurricular activities. The next category was out-of-class speaking activities with various categories of competent English speakers such as parents, teachers, fellow-students and others, both on and off campus. Like the previous category, this one also included both academic and nonacademic extracurricular activities. The thi rd classification was reading activities involving different kinds of reading materials in English such as newspapers and magazines, stories, non-fictional material other than course-related material. The focus of this category was mainly nonacademic materials. Next item was social interaction with the target language community within Bahrain in places such as home, in clubs, recreation centers and other locations. Here the emphasis was mostly on nonacademic activities. The next part of the questionnaire belonged to questions regarding contact hours of English-medium instruction per week. The findings with regard to extra-curricular contact had different implications for different categories of learners.  As far as the average achievers were concerned, the implications were clear:  in order to improve their proficiency level, they need to be more engaged in various extra-curricular activities in the target language, especially listening and speaking activities. The results obtained for high achievers and underachievers, however, suggested that contact with the language outside the classroom was not a solution that would guarantee further linguistic development at all levels of attainment.  With regard to the underachievers or false beginners, the findings were consistent with two possible inferences:  either their level of proficiency was too low for them to derive any benefit from the kind of extra-curricular exposure they got to the language, which would suggest that much of the input they received was largely incomprehensible, or they did not have the necessary cognitive and verbal characteristics to derive the kind of benefit from their exposure that would be reflected in higher scores in an academically biased proficiency test Much of what has emerged from the Al-Ansaris (2000) study supported Krashens (1982) views.  Central to his main thesis is the claim that certain linguistic environments and certain kinds of linguistic activity are a richer source of intake than others.  This claim was proved by Al-Ansaris (2000) findings, which presented that sheltered curricular exposure correlates more consistently with attained levels of proficiency than unsheltered extra-curricular exposure. In another study, Dheram and Rani (2007) carried out a study on how the newspaper as an academic extracurricular activity could be used for promoting learner autonomy in an international classroom with varying levels of English proficiency. It highlighted how the authentic use of the language helped the ESL/EFL teacher turn the newspaper into a powerful tool for encouraging reflections on its relevance to language learning. Similarly, the activities demonstrated how the students imaginative and creative potential could be used for

The Philosophy of Teaching Essay -- Education Teachers School Essays

My Philosophy of Teaching Philisophical teaching stratigies include the following disciplines, essentialism, existentialism, and many others. Of these stratigies the philisophicla approaches each include a distinct direction in the style and type of learning taking place. Lessons should include these philisophical teaching stratigies within there designed properties. Although all of the stratigies may be able to incorporate all learning disciplines and learning styles a lesson does not need to contain the entire array of philisophical stratigies. Informitive lessons may take place without all stratigies invovled. William Bagley's essentialsim is one of the philisophical styles which I find to be a large protion of the melting pot which I agree to. The essentialsim style is a basic philisophcial idea pertaining largely to math, science, history, and literature. This style of basic fundamentals can create a strong backbone of learning and knowledge. The essentialsim philosophy not only provides the student with a background in many disciplines and views, it also offers the student more. The student also gains by essentialism due to its influence of character. This building and concentration of character allow students not only to gain knowledge , but respect and confidense. Although this style is not my soul reliance. Essentialsim also focus's on the teacher more heavily. The idea follows the style of a larger group learning enviornment. This mass style learning allows for less individual attentiona nd intsruction. Not all students learn in mass groups and not all students require personal attention, thus the blend off other disciplined styles must be required. Essen... ... usefullness which it provides students. The curriculum is advantageous to the students as well as society, becuase it allows them to learn from previous mistakes and achievments and install those into their lives. My future educational goals after graduation are somewhat unorthadox in style compared to that of the average post graduate.Many graduates seek to continue their higher education at an institution where a masters or phd can be earned. I plan to recieve my post graduate studies at an institution of much lower levels. The curriculum I plan on teaching will provide a prfound and invaluable post graduate studies program for me. The actions of daily teaching coupled with the problem solving situations of daily school activities will engrain in me an understanding and furthured education which no higher educational institution can provide.