About Attitudes of Entitlement

Organizations needed a workforce that could take after bearings and do monotonous undertakings. Some of the time those undertakings formed into abilities not connected with machines. A case is that mechanics got to be specialists on machine support and repair. Envision living in our present world without a technician! As machines turn out to be more muddled, businesses needed workers who were at any rate proficient to some degree. By obliging kids to go to class and figure out how to peruse and register, less kids were utilized. The developing number of grown-up specialists, a number of whom were migrants, exploited the circumstance.

What has pushed the age at which a child can legally drop out of school was the need to stop children from taking jobs potentially for adults who had families to support. The body of laws governing the labor force under age 18 is called the child labor laws. These regulate the number of hours and the times during which adolescents can work during the school day, on weekends and during the summer. They also regulate the type of jobs younger workers can have. An example is someone may work in a fast food restaurant between the hours of 4 pm and 8 or 9 pm and for 8 hours on the weekends, no later than 9 or 10 pm; the same individual cannot drive a vehicle. Insurance regulations usually limit heavy equipment to those over the age of 25.

Current Education

Employers became used to having responsible, skilled adults as employees. The standards for literacy increased and jobs that once were designated as manual work became skilled. Labor unions started demanding specific training programs: apprenticeships and journeymen were stepping stones to full membership. The vocational and technical schools, once at the high school level, became post secondary. Because students had higher levels of education, text books required higher levels of reading which sounded the silent death knell for people who would rather physically do than academically achieve.

The prevailing logic on student achievement is that everyone can achieve at grade level. Grade level is the average achievement of students at a particular age. Average, of course, means that there are students achieving above as well as below. Enrollment in school according to birth dates creates a wide range of physical, mental, and emotional maturation (hence, readiness) for skills instruction in any given classroom. Beginning in kindergarten, grade level instruction means the students has achieved certain developmental milestones. What happens when the instructional content requires specific developmental stages to master it, but the child is not at that developmental level? Remedial instruction has been replaced with “intervention” strategies (more, longer, harder) rather than finding and teaching any missing skills to provide a strong foundation for higher levels of instruction. Children develop attitudes toward their assignments: do it and get it done, who cares if it is correct?

The student begins the failure syndrome. Policies regarding retention for students ensure everyone is promoted, regardless of whether or not they have attained skills mastery at any grade level. This tends not to happen in high school where credits must be earned, although students are placed in their age appropriate grade even if they have few credits to warrant that placement. Students have become accustomed to being entitled to be promoted to the next grade or graduated to the next school level. The logic against retention is that it causes age and/or maturation difficulties for the student and his peers. Social relationships suffer with maturational differences, especially in elementary school. There are psychological stressors on the child because there are misunderstandings as to why he was retained. An additional problem is what would teachers do differently the second or third time around?

Developing a Work Ethic

Promoting a child with his age group (social promotion) enables him to carry the attitude that he will progress no matter what he does or doesn’t master. The initial shock comes in high school where he must earn credits toward graduation. Students, unaccustomed to work completion and studying, come into conflict with state requirements for graduation. Unless they adapt and develop those skills, they will fail both in school and in the workplace. Unfortunately, many haven’t learned the basic skills and attitudes on which to build a work ethic. Employers are disenchanted with the workforce because fewer individuals have the skills that employers want: self-discipline; ability and willingness to be responsible for standards levels of performance by the self and the group; ability and willingness to solve complex problems; ability and willingness to communicate appropriate with others, both peers and supervisors.

The work ethic, the belief that doing one’s best on a job at all times, has been disappearing from this country. In part, our social welfare programs are responsible, because individuals’ basic needs are assured. When individuals do not qualify for those programs, as illegal immigrants do, the worth ethic is alive and well because there is the need to work and remain employed for survival. Fewer people have that inner drive to achieve and be proud of what they accomplish.

The work ethic and achievement values have been replaced at school by social attitudes and fairness. Mediocrity at school and work has been rewarded. Peers view work achievement and a strong work ethic with suspicion because those qualities make others look “bad”. Social pressure prevails unless the individual changes jobs often.