Rewarding students for good grades will decrease student’s self-motivation. Paying students for good grades will realize an actual decrease in academic performance. These distinct disadvantages highlight why schools should not pay students for good grades. First, paying students for good grades causes practical problems in the classroom. According to the National Education Association (NEA), “Many teachers also say paying students for grades leads to practical problems in their classrooms, including pressure to inflate grades and conflict with students and parents.” These pressures and conflicts can lead to larger problems outside of school.
It can lead to problems about school. For example, it can increase the amount of stress, it can affect your child 's natural enthusiasm to learn or be educated. Here are the reasons why paying your child for good grades isn 't one of the best ideas. Initially, parents shouldn 't pay their children due to high levels or issues or stress. According to the NEA article it states, "Many teachers, also paying students for good grades leads to practical problems in the classrooms, those of which include pressure to inflate grades and conflict with the student and parent/guardian."
Grading system has an effect in the mentality of students. For example, a certain school has a zero-based grading system. The effect of this in students is that it results to student’s thinking that the subjects are tough by reason of difficulty in achieving a high grade in class. However, the grading system is the one making it tough for them to receive a high grade in their subjects. Besides, a strict grading system in schools can encourage students to study hard and bring out the best in them.
After I got home from school, I immediately started on my homework and I did not stop until I was finished. Sometimes it would take me hours to complete my homework, but I did not give up. When it comes to finals, I study until I know all the material that I am supposed to know. I start studying a week in advance to remember everything for each class. I want to get the best grade that I can get so I study as hard as Katie did.
As you can see, grades and exams should not be required in school because of the negative impacts they have on teens. Grades and exams cause students to lose interest in learning, they aren’t learning the material if they think they are going to fail, and grades and exams increase the symptoms of depression, anxiety, and stress in teens. Although, grades and exams do help teachers figure out what they need to go over in class for clearer understanding of the material. Grades are also beneficial because they can help students push themselves to earn better grades. Therefore, with the absence of grades and exams students can thrive in their educational career instead of sinking like a
These subjects are good because we can learn more knowledge; nevertheless the subject cause over assessment to students in early studies. Every subject have standard for pass; therefore, make students depression to think how to pass from the subjects. When students does not care about the score, other people, maybe family or friend, will push the student and make he or she
One way is to be very organized. I learned every year how to be organized and I learned new techniques to improve. AVID helped me significantly to be organized. I feel like organization is a key to college because if I was not organized, it will be hard for me to find my assignments and I do not think I will do well. All my teachers love my binders because it is neat, organized, and easy for them to find assignments.
Cheating might increase your grades but not your knowledge. It creates fake success. In terms of knowledge acquisition, desirable grades by cheating tricks students into thinking that they are smart and are making progress in class while they are actually the opposite. According to the aforementioned article on Edweek.org points out through the results of many studies and researches, cheating causes “self-deception”, the article gives a good example of
The No Child Left Behind law was supposed to increase students’ motivation by creating high-stakes tests. This, however, is not the case. The law actually had the opposite effect on motivation; some students are so negatively affected that they are unable to finish the requirements to get their high school diploma (2). A poor test history leads to a poor mindset, in which students are “less motivated to learn and less likely to engage in critical thinking,” in the words of Audrey Amrein and David Berliner (Fulton 3). Instead of helping these students and motivating them, some of their teachers are so focused on getting them the information that they try to give them a lot of information in a short time, thus not giving the students a chance to properly learn.
It is assumed and stated in the philosophy of the current education system that grading encourages learning. Although grades are a simple and immediate feedback mechanism they are inadequate and they do not represent all the quantities and qualities of a student. A student achieves what he or she achieves through all sorts of means—intelligence, talent, technology and support from teachers and parents. We cannot define if a student is dull or smart trough tests that is inadequate and restricting. Studies have shown that low-ability students are negatively affected by the grading system (Harlen & Deaken Crick, 2002) and in many cases students would have learn more if not being under the pressure of grading (Crooks, 1988).