Executive elite class students may have trouble adapting to being a worker for someone who needs a job done in one, certain way. Of course, this does not apply to all students of the respective classes. The problem with my generalization, and some of Anyon’s, is that the data is from elementary school’s only. Unlike middle school and high school, elementary schools usually have the kids exposed to one or two teachers throughout the day. If that teachers holds strong to their teachings, that is the result of the students’ learning.
Standardized testing has become a very controversial topic amongst the nation. There are two sides, one that agrees that these tests are doing well for students and school officials, and another that argues that these tests are hurting the students taking them and should be put to a stop. Norman R. Augustine wrote an article for the need of standardized testing, and Jessie B. Ramey States the ways that the tests are impairing the learning capability of the students. Norman uses three arguments that people opposing the standardized test would most often use.
Sometimes students may realize that their teacher is lacking in certain areas of their teaching and the student may feel like the teacher isn’t explaining the material to their full potential. That is when being able to evaluate your teacher becomes beneficial. If the teacher chooses to take the negative feedback or criticism and turn it into constructive criticism, it will be benefiting everyone. An understanding teacher would value the students input and use it to their benefit to help improve themselves and their their learning process. Not only will the teachers improve on their performance but it will also reflect on the
Structure like this in classrooms only validates that students are able to argue but, diminishes the opportunities of creating values to the scholarly work and voicing out from the side that share the same opinion as the author. This leads to academic rewards for these arguing students as suggested by Deborah Tannen, leaving the rest to believe that they are not good enough for the academia. Based on personal experience, I would like to add that such agonism demotivates students to explore knowledge outside of their field and creates an impression that they are never meant to explore topics that they are least expert at. This structure has to be reshaped to bring back the original goals of criticizing work so that there is a value for everyone in the
He stated and gave many examples to try and prove his point through. In many ways I agree with him, students should do what they are interested in, but some may be lazy and not do anything which is why they might need that help that teachers provide. At the end of the day I think teachers do feel like they taught at least one person something new that day which might help them out with their future college path or occupations. But, at the same time I disagree because I think most should attend school not just for their grades and their parents, but also for themselves. Just knowing what is going on around you gets you feeling
The accountability of the scores is meant to encourage teachers to adopt better and more effective methods of teaching, as well as to urge students to work harder. However the effects are more detrimental. Because of testing, students are more likely to be frustrated and discouraged at having to move so fast to cover all the ground needed. If a student is having a bad day or just is not a good test taker, all anyone can say is “tough luck.” The teachers will only focus on the select subjects tested on, and then only the select aspects they believe will be covered in the testing.
On one hand, it is easy to see the potential ineffectiveness of the tests: some students may not take the assessments seriously, the curriculum taught by the educator can affect the level of preparedness, etc., and therefore the argument can be made that even if critical thinking skills are measured, the data gathered from the tests may not be accurate. However, the establishment of standards and a universal approach for educating allows for a tentative guideline by which one can measure the progress of the nation’s students from year to year and find common trends. Both Advanced Placement tests and the Keystone assessments, though drastically different in format, allowed me to test my knowledge in several subjects and learn where I ranked among my peers. Whether fill-in-the-bubble or multiple choice questions commonly found on standardized tests cause students to “analyze, evaluate, interpret, or synthesize information and apply creative thought to form an argument, solve a problem, or reach a conclusion,” is ultimately debatable.
The main focus of this article is the idea that everyday individual’s experience situations in which interpersonal relationships can be considered maltreatment. This maltreatment may seem insignificant but even at such a small level, it can actually affect someone greatly and dehumanize them. This can be applied to a real life example. A student interacting with their teacher and his/her peers can often elicit the effects of dehumanization. For a student, speaking in front of the class can be scary enough, however, how they are treated in their interpersonal relationships can affect how they feel about themselves.
In this style of education, there is an evident student-teacher relationship in which both the student and the teacher are being taught. Students are being challenged by the teachers, but at the same time, there is a conversation involving feedback allowing the teachers to grow (Freire 222). These forms of education contrast dramatically, however there may be situations in which one form is more useful than the other, for instance in a STEM class versus a humanities course. While banking may have its benefits in some areas of study, it often leads to boredom and a lack of interest for students in an environment that should be fostering knowledge and thinking. Before entering my first semester of my freshman year at the University of Scranton, I was told I would be taking an Intro to Philosophy class.
They say that labelling occurs through three distinct steps, being speculation, elaboration, stabilisation, which then allow teachers to interpret behaviour of the student in terms of label and may feel they know what makes the student ‘tick’. Teachers may find labelling useful to ‘pigeon hole’ types of students and form a sense of their class, however, labels are not always a good thing and can lead to serious consequences. Once a label is attached it can be ‘sticky’ and difficult to loose, as teachers screen out behaviour that does not match their expectations of that particular student, which intern may impact the experiences children have within the institutions such as, being allowed on school trips and assignation to lower exam tiers or sets. The a problem then arises where students then start to believe the label and internalise it as part of their identity, creating a self- fulfilling
Although a fraction of parents are present to assist the teacher, a majority of parent “volunteers” help with different intentions. To begin with, parent involvement distracts classrooms. Numerous students grow side-tracked with parents roaming around the classroom throughout the day. For example, in my previous school years, my mom volunteered at my school. When she arrived into the classroom, my classmates constantly observed her.
This does not only include Madera High staff, yet school staff should start to pay more attention to who they think may be in trouble because school is basically a student 's second home and spend most of their time there. This is why school teachers have a big role in this. Based on this survey students think that the staff is not really of much help when in reality they should feel that they can seek help in them because teachers have a sense of authority and if the students trusted in the staff to tell them what is going on they could do something to maybe halt or change the course of how the bully impacts the student and end the problem or even yet a little advice on the part of the staff on what would be the right thing to do never hurts. There was a situation at Madera High school
Often students do not know how to reach out, who to talk to or how to respond to a conflict. For this reason conflicts escalate, even though there are people who are able to train teachers and peers to handle such conflict in healthy way. The traditional school conflict resolution method, where adult decides the outcome for the student is becoming inefficient, so peer mediation provides the student with an opportunity to talk it out and resolve the conflict they. The students see the value n the program, they want to learn how to act when in conflict, beside just with anger and save valuable relationships. This peer mediation program would be effective by reducing violence and fights.
ethnicity, socioeconomic, special programs – SpEd, ELL. - Leaders are held responsible for the results and often given some discretion how to resolve the campus issues or how to enhance/enrich the program; promotes leader buy-in and ownership of the problem Weaknesses of accountability to school organization leadership: - Some leaders take the pressure and pass it on negatively to the staff/students; a little pressure can be good but the leader must know when to push, when to encourage and so on in order to keep morale high and the goal attainable - Some leaders don’t know what to do with the data and are not confident enough to ask for help or guidance; thus, they either retreat or they “get out the whip” yet either way there is no direction or team work with the faculty; this is to the detriment of the faculty and students - The accountability system is now so complicated that the typical parent or taxpayer can’t understand it and all the nuances; this can cause a misperception of a school’s performance based on one sub-population that may not have done well because of a few
My students were always capable but the staff shortage and the amount of destructive behaviors in the classroom kept students from getting the quality education they are entitled too. By my last day I was amazed see five out of my seven students were engaged in a reading lesson and I handed out independent work and they started it immediately and kept working. I had never seen that before! One of my students went from wandering around the room all day completing about 10 percent of his daily tasks to participating in reading groups, binder work, file folders, and afternoon