Primary Education In The UK And Spain

Primary Education In The UK And Spain Primary Education is an important topic to be discussed and analysed, since it is the basis of our societys formation, being thus decisive for our childrens future. This essay is entitled Primary Education in the U.K. and Spain: a comparison and it focuses on explaining some of the main matters concerning both systems. It is first of all focused on explaining some topics related to primary education in the United Kingdom including two paragraphs. The first one a historical background, proves to be the base of todays structure which may help us clarify todays structure, which the topic of the second paragraph. This is followed by two clone paragraphs applied to Spanish primary education. The last two paragraphs concentrate on the use and importance of ICT in primary education in both systems. The essay is concluded establishing an overall comparison between both systems. According to Denis Haye in his book Primary Education: the Key Concepts, British primary education and its structure find its roots deep in history, in the middle ages. It has been stated by some historians that English education began in AD 597 with the establishment of the cathedral of Canterbury by St Augustine. In the end of the seventeenth century education belonged to the church which promoted Christian knowledge, by creating its own schools. At the same time there were pioneers such as Robert Raikes, Charles Gordon and the welsh Charles of Bala, who believed in a connection between social action and education. The first publicly funded schools appeared in the mid-nineteenth century and aimed to offer Christian education to poor children. From this time on, the control of education starts switching little by little from the church to the state. Furthermore, between 1846 and 1848 in Wales, the Welsh Education Committee and the Cambrian Society both evolving into national schools , were formed. In the nineteenth century it is important to highlight the education act of 1872, since it lead to many advances in primary education, not only affecting the labouring classes as was happening in other parts of the country. The 1944s education act was decisive because from this time on, education was free of charge and relied on voluntary provision. It is known by the introduction of three kinds of schools: grammar schools, modern schools and Technical schools. The year 1988, saw the introduction of the nation curriculum including a selection of subjects such as maths, science English and religious education. From 2010, teaching foreign languages is also a compulsory part of the curriculum. In order to explain the base of todays primary education in the UK, it is necessary to go back to the twentieth century, when there were many important changes in primary education. Among these, stands out the introduction of the national curriculum in English mainstream schools. In this author words, during the twentieth century, it was also thought to be decisive an agreement about the need for a general education for children up to the age of 11, this being followed by a subject-specific teaching up to the age of 16 and a selection of specialist subjects thereafter. Due to the national curriculum, from the beginning of the 21st century most primary schools in the UK currently accept children from 5 to 11 years old. As Denis states, there is also a tiny number of schools designated deemed middle (ages 8 to 12 or 9 to 13) and first when they educate children from 5 to 8 or 9. To explain todays structure it is also important to focus on the types of schools that can currently be found in the UK. As the Department of Education reports, they can be divided into 3 main groups: mainstream state schools, specialist schools, state schools with particular characteristics and independent schools. To the first group belong Community schools, which are often run by a local authority and aim to develop strong links with the local community, providing services  like childcare and adult learning classes. Trust schools as well as Voluntary-controlled and voluntary-aided schools are owed by a charitable foundation, which employs the staff and sets the admissions criteria. Academies, faith schools, city technology colleges, community and foundation special schools, grammar schools and maintained boarding schools can be found in the second group. The third group is formed by Independent schools which have their own admission policies and curriculum. Spanish primary education, as the rest of the developed nations, it finds its roots in the XIX century. Many factors can be identified as those which influenced the rise during this century of specifically educative establishments aiming to reach a growing proportion of the population. The Apparition of the national states is indeed the most notorious factor, since it puts the Old Regime to an end while at the same time instruction is seen as a mean reinforcing its unity. Thus, education is considered to be from this time on, a public affair that has to be organised and controlled by the state which regulates its legal and administrative processes. To understand the current Spanish primary education, it is important to focus on three relevant education laws, well-known for their impact on the system. The commonly referred as the Moyano Law was decreed in 1857 in a context of socio-economic crisis, This law consisted on a legislative initiative carried out by the politician Carlos Moy ano whose main aim was to improve the deplorable condition of education at that time, decreasing thus the analphabetism average in the country. Education was divided in two stages: elementary (6-12 years old) and superior (9-12). Primary education was compulsory until the age of 12 and free of charge for those who could not afford it. According to the web page State Univeristy.com, it also marked the foundation of privet schools in Spain at that time owned by the Catholic Church. Just one year after the 1944s British education act, the 1945s law was decreed in the historical context of post-war and in the ideological context of national Catholicism. Its main objective was to orientate the student in accordance with their aptitudes to the working life. Born in the context of democracy, the 1990s law of education aimed to impart an equal instruction in order to allow pupils to acquire basic cultural elements, to wit: oral expression, reading, writing and arithmetic calculi. It divided education into tree periods: the first stage (from6 to 8 years old), second (8-10) and third (10-12). To explain the structure of todays primary education in Spain, it is important to go back to the year 2006, when the fundamental law of education also known as LOE or Ley Organica de Educacià ³n was decreed. This law established a compulsory education from 6 to 16 year-old children. While in the UK children start their primary education at the age of 5, Spanish children start going to school at the age of 6. Also it is important to mention that most pupils attend pre-schools from 3 to 5 years of age. Most of these nursery schools in most cases belong to the same centre of education. According to the famous online encyclopedia known as Wikipedia, primary education in Spain can be divided into three cycles: the first cycle includes pupils from 6 to 7 years of age, the second 8-9 and the third 10 to 11. Focusing on the Spanish national curriculum, compulsory subjects are: Spanish language and Literature, Art, Mathematics, Physical Education, Natural and social sciences both included in a subject called Conocimiento Del Medio and English or French. Many state schools have an agreement with the British Council making the study of English compulsory from the age of 6. Although in the United Kingdom there a several types of schools, in Spain most of them can be grosso modo divided into three groups: public or state schools, privet schools or semi-privet schools also referred in Spanish as concertado schools. As happens in the UK, state schools are funded by the government and therefore they are free for those living in the country. These cannot be freely selected, as the children are allocated the closest school to their home. According to Maurice Hamlin in his web page practicalspain.com, semi-privet or concertado schools are similar to the Britishs grant maintained schools since they receive subsidies by the government being education thus, provided free of charge. Most of them are run by a religious order e.g. the Salesians of Don Bosco, and pupils usually wear un iforms. Privet and International schools in Spain are becoming more popular. According to the Article Living and Working in Spain they provide a more relaxed environment offering a wider range of subjects and an international approach. Another important aspect to be analysed, is the use of the information and communication technologies in British and Spanish Schools. According to the British Department of Education, information and communication technologies (ICT) in schools can improve the quality of teaching, learning and management in schools and so help raise standards. In order to evaluate the use of ITC in primary schools The Education and Training inspectorate published in 2002 a report in which some of the main strengths of the use of new technologies are highlighted. As this report states, integrating the ICT in the national curriculum supports both teaching and learning. The quality of planning for ICT is proved to be satisfactory or better in 70 % of the schools inspected and in most schools the quality of teaching and pupils experiences are proved to be satisfactory, including a wide range of ICT applications among which stands out the use of word processing. Learning to use Microsoft Words spell check, digital cameras, create an maintain a web page, sending a forwarding e-mails, burning a cd, as well as learning how to control multi-media and database software are indeed but a few other applications in schools. As this study proves, ICT has also a very positive reaction on children by increasing their motivation towards learning in general; as the report states children have high levels of interest and enthusiasm in their work in ICT being motivated by the inclusion of ICT in their lessons. It is a fact that there are an increasing number of schools that are incorporating ICT not only as a subject in the national curriculum but as a way to make the other lessons lighter and more amusing to children. According to an article written by Sophie Borland and published in the newspaper The Daily Mail there are even some schools in the UK who have decided to turn a P.E. lesson into a Wii class in order to motivate and boost their enthusiasm for sport. To do this, Borland says, the newly approved by Department of Health Wifit Plus is used in the class involving a variety of fineness activities. Even though this article received very positive reviews there are some people like the spokesman of the Department of Children, Schools and Families who states there is always a place for innovative exercises if they do not replace traditional ones. Another school in the UK, according to the education editor Graeme Paton, is to include the use of the so-called social network Twitter as pa rt of their curriculum. All children, the author states, will be taught how to use webcams, podcasts as well as blogs. Pupils in this school will be expected develop an understanding of different ways to communicate online. Improving keyboard skills, using websites such as the online dictionary Wikipedia and learning how to employ spell-checkers will also form part of the biggest overhaul of lessons for 20 years. As happens in the United Kingdom, Spanish new generation of children are marked by the information and communication technologies which are gaining each year a greater importance in the education policy. The inclusion of the ICT in Spanish education system finds its roots in the European initiative e-Europe which motivated the creation of the Special committee of study for the Development of the Information Society in Spain (CDSI) by the Ministry of Science and Technology. Some of the conclusion of the CDSI can be applied to education. According to this committee the use of the new technologies should be present in all subjects as part of the national curriculum and in the relationship between teachers and pupils and all the members of the educative community. The presence of ICT in Spanish primary schools can be clearly perceived in the autonomous community Extremadura which is considered to be a pioneer in this field. According to the secretary of ICT in the education polity of the autonomous government of Extremadura Junta de Extremadura, this region started the project of including the information and communication technologies in education in the year 1999, when the Strategic Plan for the development of technology in society was presented and the educational sector was considered to be the main pillar of that development. This moment marks the appearance of ICT in Extremaduran classrooms. What is probably the most outstanding fact is that, this region decided to develop free software equally configurable and adaptable. A new operative system called gnu/LinEx which would offer an enormous variety of applications in order to fulfill the necessities of all kind of users and a great diversity of tools for its use inside the classroom. Furthermore, in the academic year 2002/2003, an initiative was carried out in all Extremaduran high schools which consisted on transforming regular classrooms into technological classrooms by introducing a computer for each two s tudents. Also, todays schools in the region have at least one electronic blackboard, together with a projector, a computer and an interactive pad. The creation of the specific operative system LinEx must be adapted to a didactic and pedagogical extent. This is why a new variation of this operative system has been installed in all the schools of Extremadura. According to the autonomous communitys government LinEx Schools as it is called, offers the pupil an friendly and motivating environment adapted to their intellectual development. Together with LinEx, it is important to highlight the development of the educative platform Rayuela. As if it was a social network, this platform is an advanced system of information that allows a real-time communication between teachers and parents by using the Internet. It also has a database with allows all Extremenian students to have a single Digital Academic Record until they finish high school. Thus, teachers are able to access all the informatio n about the educative course of their pupils (calcifications, assistance and observances) in order to offer them an individualized treatment. To conclude this essay, I must say that as both educational systems belong to a globalised world and concretely to the European Union, they share indeed some similitudes and the two last paragraphs are an example of this statement. Among other minor differences British primary education probably differs from the Spanish one in what in my opinion, is its main strength: the diversity of schools offered which allows parents to have a greater choice. 2.500 words.

Critical Analysis on the Philosophy of Education

A philosophy of education, as a requirement for admission to any sort of education program, has within it the inherent fault that it may not be a truthful reflection of the applicant. Defining an instructor's philosophy, in regards to any area of supposed expertise, often results in page upon page of self-platitudes, false impressions and the required buzzwords. Does such an exercise actually reflect on the true actions and intentions of the instructor in regards to his methodology, success and creativity in the classroom setting? Does it accurately reflect his relationship to his students, and vice versa? Is such a philosophy something that can be accurately described in mere words, or is it something better viewed in the physical space of learning? It appears that most philosophies beg, borrow and steal from the latest theories of what is considered to be the well-rounded educator. The writer is forced to fill the required assignment with various educational stances and statements while often never developing their own personal mission statement. They are often afraid to say what they truly believe in, instead stating what they think those that judge the work are seeking. Such a philosophy can be seen on paper, but is it visible in the classroom setting? Can you tell how talented, or horrible, a teacher I am from this simple reading? Or would a trip into my classroom for an entire day give a more comprehensive and factual assessment of my true educational philosophy. My philosophy, or what I practice everyday in the educational setting, is simple and memorable. This philosophy, which has so far been successful in my short career, is to actually know your students and treat them as individuals. When teaching becomes difficult, always remember that they are only kids. Each one is vastly different than the next, and no two are even remotely alike. Each has varied interests, faults, problems, successes and distractions. Each has different, though not necessarily wrong, expectations, results and goals. There are no perfect students, and each must be evaluated on their own personal gains. The first step in accomplishing this philosophy of respect is focused, as everything should be, on the student. So often teachers grumble about the absence of respect aimed towards them, all the while ignoring the need for the student's own validation of worthiness as an individual and simply not an occupied seat. Every year, six or seven students are removed from other classes and placed into mine. In each instance, demeaning remarks from an instructor orlack of communication? is the reason for the switch. I have found adapting my approach towards these students is often all that is needed to seem some educational gains. Does this mean that every student succeeds? Of course not, but those that make the effort without simply giving up do succeed, even if it is unnoticed by others. I attempt to do simple enforcement of this philosophy everyday in, and out of, the classroom. For example, I attempt to avoid being patronizing and condescending. I recommend teachers actually listen to the students when they talk, and when they do not utter a word. Treat all students the same, but also as individuals who are each unique in their own incredible way. They are just kids, so don't expect perfection. It is fine to set reasonable and challenging goals for students in relation to their skills and talents, but to expect them to live up to unattainable standards, such as your own, dooms them to failure. Know their limitations, and your own. All of this involves the instructor to take the time, effort and interest in actually knowing each student as the individual they truly are, both in and outside of the school setting. Failure to do so limits the effectiveness of any type of learning endeavor. The only losers in such a situation are the students themselves and may be detrimental to the entire educational process. Such loss that may possibly be subtle enough to go unnoticed by all those involved. My education philosophy is not one thousand words in length, nor do I believe that any such personal mission statement should be expected to accomplish this feat. To do so would cloud its importance in vague assumptions and possibly pompous platitudes. It should be seen every day in the success, failure, effort, sacrifices, and abilities of the individual student, not in words and phrases with questionable intentions. Such a value statement can only be seen in the educational setting.

How Does Your Current School Meet the Holistic Needs of a Child?

Critically evaluate how the principles and approaches of your school meet the holistic needs of every child This assignment will look to critically evaluate how a school in which I am currently on placement meets the holistic needs of the children in their care. In order to protect the schools identity they will be known as School A. I will look to evaluate how the schools ethos is put into practice in everyday teaching and learning, and how this benefits/disadvantages the pupils.Due to the limited allotted word count for this assignment I am unable to describe in depth how the school meets the holistic needs of every child in attendance, therefore I will look at one group of children in particular who will be known as Group X. I am also unable to look in depth at all of the holistic needs and instead will focus on the intellectual and social needs.I will analyse the practice of Every Child Matters (2002)-(ECM)- this government initiative for England and Wales looked to help schools to meet what the government believed to be the basic needs of every child, these being: – Be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Even though ECM is not current legislation, its themes still underpin the ethos of the majority of schools in England and Wales.I shall also look at current legislation and recent reports regarding education including: The Cambridge Primary Review (2009) and The Rose Review (2009) to examine how the government look to support and develop learning. I will look to debate the ideas of three major theorists – Jean Piaget (1932), Lev Vygotsky (1978) and Abraham Maslow (1943), to describe the practice that I have observed in School A. When looking at the holistic needs of a child we are really looking at the whole child, what they need in order to develop to their full potential. Feature Article  Country School  Allen CurnowThese needs are defined as the need for physical, emotional, intellectual, social and creative fulfilment. In order to meet the physical needs of a child we must endeavour to provide them with the basic provisions of air, food, water, sleep and exercise. Emotionally children need praise, love, trust, security, and a feeling of self-fulfilment. As teachers, it was often perceived in the past by people outside of the profession that we are solely responsible for the intellectual needs of a child, these being the need for challenging thoughts, reading, learning something new, and mind stimulation.In order to develop fully children need social interaction through companionship and friendship. Creativity is the need to express ones self in an imaginative way. This can include the arts, dancing, acting, and writing. Holistic education is the idea that every child finds identity, meaning, and purpose in life through connections to the communi ty, to the natural world, and to spiritual values such as compassion and peace. This can be achieved, not through an academic â€Å"curriculum†, but through contact with the outside environment.Montessori, for example, spoke of â€Å"cosmic† education: â€Å"Help the person feel part of the wholeness of the universe, and learning will naturally be enchanted and inviting. † Montessori (1912) It can be said that there is not one effective way to accomplish this goal, as there are many ways of learning and many types of learner and the holistic educator values them all; what is appropriate for some children, in some situations, may not be best for others. School A has been judged to be outstanding in two consecutive Ofsted reports.Behaviour is exemplary and pupils feel safe, confident and capable of, as they put it, ‘reaching our potential'. Ofsted, (2004) This is an example of many praising quotes from the schools 2008 Ofsted report. From this report it can be seen that Ofsted viewed the school to be meeting the holistic needs of the children. It is without question that the school provides excellent provisions to meet the children’s physical needs. There is a breakfast club, where children can have a healthy breakfast giving them a good start to the day.Hot meals are provided at lunchtimes for those who do not wish to bring packed lunches from home, and fresh fruit is provided free of charge at both morning and afternoon playtimes. The school are clearly still working under the guise of ECM- Be Healthy, hence why these provisions are in place. Socially, children are encouraged to form strong friendships and there is certainly a â€Å"family† spirit around the school. Parents are encouraged to take part in and support their child’s learning experience both in and out of school.Rewards assemblies are held every Friday morning, in which children from each class are reward for both their academic (writer & mathematici an of the week) and their social achievements (helpful & well mannered and effort stars of the week). Parents are invited to attend these assemblies to share in the celebration of their child’s achievement. There are an abundance of opportunities for the children to engage in creative activities, there are extra curricular clubs run almost every day after school including Yoga, Dance, Zumba and Art clubs.Creativity is also included within the classroom, most activities are concluded with an element of art or design to make the children’s work appear more attractive, which seems to help certain children (especially those who are visual learners) to embed their learning. Group X is small group of six children with some behavioural issues and some delayed intellectual development, they try hard but often become frustrated that they are unable to accomplish certain tasks, which then causes them to misbehave.These children are often sent to work with a Higher Level Teaching Assistant- (HLTA) who helps them to work at a slower pace in order for them to not feel inadequate in a whole class setting. In mathematics, for example, the HLTA will work with the children using a variety of apparatus such as cubes, coins and counters, to help them to use a tangible object in order to provide them with a context for their learning. She poses open ended questions in order for the children to show their method and understanding of the information.This is a clear example of Piaget’s theory being put into practice. The teaching is being matched to the needs of the individual and this kind of teaching is helping to trigger assimilation and accommodation for the child (Pound 2005, pg. 38). This theory is supported by a number of theorists, in particular Margaret Donaldson who believes that children’s errors or misunderstanding occurred as they are not responding to what was asked of them but were also seeking to understand the meaning of the task or reque st (Pound, 2005 pg. 0), hence by the HLTA using money to aid with the learning of mathematics she was demonstrating to the children why they needed to know this information. Theorist and writers, who believe in inclusion, would however argue that by separating these children from their peer group the school are not demonstrating inclusive practice. Len Barton for example argued that: Inclusive education is about the participation of all children and young people and the removal of all forms of exclusionary practice Barton (1998 cited in Clough and Corbett, 2000,pg. 85).By accepting both arguments benefits and disadvantages of this type of practice can easily be seen. The children are obtaining the knowledge and understanding they require at their own level and speed, however they are being removed from their peer group which may cause discomfort and embarrassment as it could be viewed that they are being highlighted as the individuals with special needs. It can also be argued that t hey are not being given the same opportunities as other children within the class as although the work has been planned by the class teacher the majority of their teaching is being conducted by a HLTA not a qualified teacher.However, by working in a small group and not being completely isolated or immersed in a whole class setting, the children have more opportunity to speak, listen and question what they are being taught. Vygotsky’s theory would be in support of this as he believed that language played a significant role in abstract thought and helped a child develop awareness for a particular way of thinking and interpreting their own ideas. This is in contrast to Piaget’s view, who believed that the use of relevant language follows the development of a concept. Bee and Boyd, 2007) Sir Jim Rose is in agreement with Vygotsky and outlined his findings in his final report. Good primary teaching involves far more than waiting for children to develop by following their ev ery whim. It deliberately deepens and widens children’s understanding by firing their imagination and interest and paving the way to higher achievement through ‘scaffolding’ learning in a community of learners. (Rose Review, 2009 pg. 56) School A are clearly meeting the expectations of the current government by helping children of all abilities to develop their language skills in a variety of ways in order to progress their learning.The children in Group X seem to be very sociable. Having observed them in the playground I have found that they interact well with each other; however tend to distance themselves from other children in their peer group. This could be due to the limited amount of time they spend in the classroom and therefore the stronger bonds they have forged with each other. Due to some of the behavioural problems these children possess, conflict with other children can sometimes lead to violence. The school manage these problems well and ensure tha t parents and the schools behaviour support worker are involved in resolving these issues.School A are clearly trying to help their pupils to â€Å"Make a Positive Contribution† (ECM, 2002) by encouraging them to develop positive relationships and not discriminate or bully. Many Children in attendance at School A are from impoverished backgrounds, the number of children eligible for free school meals are above the national average. It is clear that the school are striving to make this a non-issue in terms of the children’s attainment; however it is widely acknowledged that children from poor backgrounds can be disadvantaged due to a lack of resources, space, overcrowding and poor diet (Curtis and O’Hagan 2003 pg. 7) Abraham Maslow spoke of deficiency needs, these being the need for esteem, friendship and love, security, and physical needs (Maslow, 1954). I have observed during my time spent in the school that it is clear that the children feel a sense of belongi ng and safety, have forged solid friendships and are physically well and able to learn, in short the school are meeting the core needs of its pupils, as outlined by Maslow. The Cambridge Review found that there is a â€Å"pervasive anxiety† about the pressure on pupils at school, and this concern often overshadow and conceal the fact that poverty is the single biggest threat to children's lives.In this same report it is discussed that children like those at School A lack the massively compensating advantages of financial wealth, emotional harmony and a home life which is linguistically, intellectually, culturally and spiritually rich (Curtis, 2009, p. 6) The school is located in an impoverished area and the school are doing all they can in order to provide their children with a stable environment, which they may not experience at home. School A’s philosophy on achievement, attainment and children’s well-being is outlined in its prospectus (See Appendix A) and is clearly implemented in the teaching and learning.They have a child centred curriculum, which is broad balanced and differentiated to meet the needs of all children including those with special educational needs. The children clearly progress throughout their time at School A with attainment targets regularly being met and exceeded. In short the school meet all of their own targets, whilst encompassing the key themes of ECM. I believe that the short time I have spent in School A, has already helped me to begin to forge my own teaching philosophy. The school has the best interest of all children at its core.Even though ECM is no longer current legislation its themes are still at the heart of what makes a good teacher and a good school and School A encompasses these whole heartedly. For my future professional development, I believe that I will endeavour to encompass all of the points raised by ECM as I believe these things are the key to becoming not just an adequate but an outstandin g teacher. Vygotsky and Piaget both present theories which are not just useful but essential for the modern education professional to be everything they need to be. In conclusion, School A is an outstanding school.They are practicing the key points raised in recent legislation and reports and are demonstrating the theories of Vygotsky, Piaget and a variety of other theorists. The children’s intellectual and emotional well being is at the heart of its ethos and this is reflected in the everyday teaching at the school. References Curtis, P. (2009) ‘The Cambridge primary review's key findings’, TheGuardian, 16 October, p. 6 Department for Education and Skills (2002) Every Child Matters: Presented to Parliament by the Chief Secretary to the Treasury byCommand of Her Majesty, September 2003, Cm 5860, London: Stationery Office. Alexander, R. (ed) (2010) Children, Their World, Their Education: Final Reportand Recommendations of the Cambridge Primary Review. London:Routl edge Rose, Sir J. (2006) Independent Review of the Teaching of Early Reading:final report. [Online] Nottingham, DfES Publications. Available from:http://www. education. gov. uk/publications/standard/publicationdetail/page1/DFES-0201-2006 [Accessed 7th October 2012]. Montessori, M. (1948) The Absorbant Mind. In: Chattin-McNichols, J. (ed. The Absorbant Mind. New York: Henry Holt and Company Pound, L. (2005) How Children Learn. London: Step Forward PublishingLimited Clough,P. and Corbett, J. (2000) Theories of Inclusive education: a Student Guide. London: Paul Chapman Publishing Boyd, D. and Bee, H. (2007) The Developing Child. 11th edition. Boston:Pearson Education, Inc Curtis, A. and O’Hagan, M. (2003) Care and Education in Early Childhood. London: RoutledgeFalmer Maslow, A. (1970) Motivation and Personality. 3rd edition. New York: Harper &Row Ofsted (2008) School A Appendix 1

Why Do Relationships Fail - 2067 Words

Reasons Why Relationships Fail Paula Irons Daymar College Writing I- Tuesday ENG 211 M. Harris September 6, 2011 Reasons Why Relationships Fail Whether you have been married twenty years or have just been dating for several months, your relationship is not immune to serious problems (Baby Please Don’t Go, p.1). No relationship can be devoid of problems because there exists no such thing as a perfect relationship. Relationships revolve around human nature, the depths of which can never be calculated (Borkar, 2010, p.1). Even the best couples run into relationship problems once in a while. Conflict is part of the human tapestry that we all deal with at one time or another (Warta, 2008, p.1). Relationship problems are nothing but a few†¦show more content†¦Keep your word because even if you forget, chances are that your partner will not. Remember the phrase, â€Å"a person’s word is their bond.† Do not lie, no matter the cost. Chances are high that your lies will come back to bite you in the butt (EZ Love Solutions, 2011, p.2). Trust is found in a relationship where c ouples are able to communicate openly about their needs and wants (Warta, 2008, p. 2). Occasional jealousy and possessiveness in all relationships are quite common, and they are known to be healthy also. When your partner goes â€Å" green† every time you communicate with the opposite sex, then it is not normal and might give way to relationship problems (Dating Women, 2010-2011, p. 2). Jealously and over possiveness can easily be handled. If you are the culprit then you need to admit that you are being unreasonably jealous. Maybe some bad experiences from previous relationships are clinging on to you. If it is your partner who is jealous or over possessive then you need to communicate with him and try to know his reason for being insecure. Take appropriate steps to strenghten his faith and belief (Dating Women, 2010-2011, p.2). A common reason couples break up is when one partner has more decision-making power than the other. When one person usually makes the decisions a bout activities, friends, financial matters, household matters, and holidays the relationship can become unstable (Pawlik-Kienlen, 2008, p.1). Many partners stay forShow MoreRelatedWhy Relationships Fail1220 Words   |  5 PagesMany relationships have gone wrong, leaving more questions than answers. Why does it sometimes feel like a broken heart hurts worse than a broken bone? Do feelings really have that much of an impact on a person’s day-to-day life? There are a number of reasons why a relationship fails. Jealousy, attachment, detachment, selfishness, time, trust, communication, honesty, and acceptance are just a few reasons. Do opposites really attract? Maybe at first. It’s hard to maintain a relationship whenRead MoreWhy Relationships Fail1217 Words   |  5 PagesMany relationships have gone wrong, leaving more questions than answers. Why does it sometimes feel like a broken heart hurts worse than a broken bone? Do feelings really have that much of an impact on a person’s day-to-day life? There are a number of reasons why a relationship fails. Jealousy, attachment, detachment, selfishness, time, trust, communication, honesty, and acceptance are just a few reasons. Do opposites really attract? Maybe at first. It’s hard to maintain a relationship whenRead MoreWhy Do Marriages Fail?982 Words   |  4 PagesWhy Do Marriages Fail? In the world today, there are a lot of people wanting to marry the first person they fall in love with. However, many married couples realized that this kind of marriage is not what they want, so they turn to divorce as an answer. Even though there are many ways to fix the problems that occur in a marriage, sometimes, nobody wants to use them. It is certain that the causes of divorce vary from couple to couple. The most common reasons marriages fail are communication, theRead MoreWhy Marriages Fail880 Words   |  4 Pages Cause/Effect Critical Response Essay Anne Roiphe, Why Marriages Fail â€Å"Happily ever after† and â€Å"Till death do us part†, expressions such as these are losing their meaning due to increasing divorce rates. Close to one-half of all marriages are destined for divorce, which is the cause of 42 percent of children growing up in single parent homes. In every failed marriage or relationship, there are common causes for its failure. These causes will include lack of changeRead MoreHelp Me Nigga Character Analysis1180 Words   |  5 Pageshim to become the person he is today. One comedy bit that stood out to me the most was entitled â€Å"Help Me Nigga.† Kevin begins this bit by stating that cheating was the reason why his marriage failed, but immediately after stating this turns around and states that is was actually â€Å"lying about cheating† that was the reason why his marriage didn’t last. He proceeds to give examples of the many times that he lied about when he was cheating – even bringing his best frien d into the web of lies and somehowRead MoreThe Dilemma With College Relationships1721 Words   |  7 PagesPaper The Dilemma with College relationships? Dating today has become so irrelevant, especially in the world of a college student. Even when the topic is mentioned there isn t much acknowledgment in the topic. Why is that? Several college students start to embark on what they think a serious relationship is as they grow up. Without realizing that they have no clue what is to actually be in a relationship that is actually healthy not just a game. Is a relationship considered healthy because it consistsRead MoreThe Lost Art Of Listening By Michael P. Nichols1375 Words   |  6 PagesCommunication is important in every type of relationship. Yet, most of us fail to communicate effectively. According to Nichols, the main reason for this failure is because of our weak or lack of listening skills. In his book, â€Å"The Lost Art of Listening† Michael P. Nichols, makes the case for the importance of utilizing effective listening skills in order to improve relationships. This paper will critically review Nichol’s book and in doing so, will address the purpose and organization of theRead MoreLove : What Makes A Marriage Last?1072 Words   |  5 Pagesaudience roll with laughter, as she talked about studies found that make a marriage last or fail. In her funny-casual TED talk, â€Å"Jenna McCarthy: What you don’t know about Marriage†, Jenna approaches studies and makes many valid arguments on what helps a long term relationship last. McCarthy’s talk is important because too many people want to know what makes a relationship successful and what makes a relationship fail. Speaking November 2011, Jenna states, â€Å"Every year in the United states alone, 2,077Read MoreMarriage Is A Part Of Most People s Lives All Across The World958 Words   |  4 Pagesmarriages end in divorce and sixty percent of all second marriages end in divorce. These statistics bring the rise of questions concerned of the shocking numbers. What happens during that time that causes such destruction on the people and the relationship? This subject of marriage and the increasing statistics of failing marriages is worthy of study, effects me personally, and could be studies further. Marriage is worthy of study for many different reasons. Marriage is a part of many people’s everydayRead MoreHow Do You Think Of God?890 Words   |  4 PagesHow do you think of God? Is He more fatherly, or kingly? Does he rule from a distance, or with his hands all intricately inside? Does he walk beside you, looking over your shoulder, or does he look down from above? Is he the engineer or the artist? The bible-thunker would say all of the above. He is God, and he can be anything he wants to be. But what do we focus on instinctively? What is your initial thought of God? Mine? The disapproving dad. The frustrated coach. I see God as the coach constantly