Explaining and clarifying is a very important strategy, especially for children who struggle to understand. Teaching assistant can teach the students to clarify by focusing their attention on reasons why the text is difficult; to understand and to notice when they don’t understand; to clarify parts of the text which have confused them; to monitor their comprehension as they read, and to correct it when needed. Students should notice when they don’t understand the text; they can’t read a word, or don’t understand a word; they can’t figure out how the text is set up. Teaching assistant can teach students to use fix-up strategies to fix the problem when they don’t understand the text; to think about what they know; to stop and think about what they have already read; to reread. Teaching assistant can explain what to do if children can’t read a word, or don’t understand a word: They should teach them to break words down, look for little words inside big words, look for base or root words, prefixes, or suffixes etc; to keep reading or rereading to see if they can get a sense of the definition from the text.
During discussions, teachers are often interested to hear students arguing about their own standpoints rather than the actual takeaways from the paper. 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
It’s for this reason that the students might give in to the prospect of succeeding in the class by foregoing the price of academic integrity. Students cheat in order to survive the growing pressure from parents; cheating is continuously getting out of hand due to the
This article talks about some of the side effects that tests have in students, like for example: headaches, sleeping late, etc. An example from this article is “ Critics say the new tests put too much pressure on kids, waste instructional time and encourage educators to emphasize rote memorization”. Tests puts pressure to the kids because they want to get a good grade and they think that if they don’t get a good grade, they will disappoint their
I think that standardized tests are very hard sometimes because I sometimes don 't understand a problem that is being asked. I think that students take those tests so that they know what they need to learn and what they already know. I think that students also take those tests so that teachers could know what to teach and to see how much students know. One problem there is with those tests is that they sometimes have questions that I have never seen before. Another problems is that they might also be too hard.
After students have taken the standardized tests, their scores are then averaged up and published and the different schools are then ranked from highest to lowest score. Because of this, teachers and professors end up teaching to the test due to the terror of losing their jobs. According to Scholastic.com, “it is unfair for schools to be compared because the test-takers are different sets of people, which cause a biased manipulation in statistics.” Educators neglect to teach students the appropriate skills that go beyond the classroom and tests, since they are now too caught up in preparing their students for these standardized tests. Educators are now using their time explaining the topics that will be a part of the tests, which leads them to forget to teach the students life lessons that go beyond the classroom walls. Another reason why standardized tests pressures mentors, is because the test results are used to examine their performance as an educator, which should not be the
Yes, because then they somewhat know what to be expecting when the actual test comes. They can prepare for the test better and ask the teachers more questions. Do the students face pressure when they are trying to improve their score? Yes, because when they are trying to improve their score they feel anxiety. They try to improve their score because everybody else has a better one than them so they feel they are not good enough.
Students also can feel pressured by their inner drive to succeed, a quest for perfection or a fear of failure, especially if they may be unfamiliar with the English language or are not yet up to the reading or developmental level of the test in front of them (Frenette 5). When a child is under stress it disrupts the working memory," said South Glens Falls middle school teacher Jon Larson (Frenette 18). Additionally, he said, with the introduction of Common Core testing, "more students are struggling with test anxiety and, it seems, math." Students "take so many" tests that anxiety rises (Frenette 19). "I see it as a prevalent issue and I'm concerned it's becoming worse," Larson said(Frenette
This is not fair to the people who are exceptionally knowledgeable in a subject and just become stressed easily. This further proves that standardized tests are not an accurate measure of educational quality. In most cases, teachers are better suited to measure how much a student knows about a certain subject (Jouriles). They could tell officials which students can read and write and know the basic subject skills that the tests are testing for. The teachers are also around the students more which can better help the accurately assess how much a student knows.
On the opposite side of the spectrum, problem posing encourages communication. 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.