I excel in both the sciences as well as classes not directly related to my career path. This shows that I am diverse in my class choices and would provide more and be more beneficial than just book smart students. In the classroom, I am the go-to person when you need help with a problem and I take pride in helping others. With confidence and competence, I take pride in the accomplishments of those who help along the way. I welcome challenges and love tackling problems in unique
I was also taught this by my parents and family even though very few of them attended college. The right principles have always been instilled in me so it is only a matter of me applying them for the results to come. My freshman year I took all early classes, mostly general education courses. Some classes I did well in while my earlier ones I struggled to maintain consistent and prompt attendance. I also realized that in college most classes give little to no homework and most of your grade is based on attendance, participation and tests.
If I had to use one word to describe me it would be compassionate. This is what the National Honor Society hopes for in a member. I know i’m not perfect and can make mistakes at times, but acknowledging that takes a lot of character. My academic achievements are a result of my determination and drive to ensure that i’ll be able to achieve success in the future as well as serve as role model to the younger siblings and cousins in my family. Getting good grades is a priority to me.
Kohn does not believe that students should cheat but understands why they do. Throughout his whole argument, he provides evidence and examples of why students cheat and explain that students feel more pressured to do well than learn. If the school was more about learning and less about how well a student performs on a standardized test at the end of the year, cheating would be less of a
An honor code can be so effective that “many schools with academic honor codes allow students to take their exams without proctors present, relying on peer monitoring to control cheating” (Source F). Despite this system, there is research that “indicates that the significantly lower levels cheating” (Source F) at schools with honor codes. This is possible because there is a peer culture that denounces cheating, making kids embarrassed to commit academic dishonesty. Such a peer culture was formed by educating the students about the value of academic dishonesty. Subsequently, the attempts made by schools with honor codes to promote the value of academic integrity have proven that when properly implemented, an honor code can be highly
If the student hasn’t retained enough knowledge of the subject thus far then the damage is already done. Through staggered learning the student would have to retain some if not most information from a previous unit to get through the next. One test shouldn’t be the only statistic about whether or not their students have acquired the knowledge they need to move on to the next rung in the ladder. The only times a final exam should be administered is if the student has not proven they are capable of moving forward or they fail a standardized test. The grade set for the students to be considered eligible to move on shouldn’t be too low given the fact that some children choose to float by rather than truly learn.
If Math instructors change the way they are teaching it could help everyone not just the different raced students but society, so everyone can be looked at the same. We will have more students succeeding. I dislike the way we have all these stereotypes in Math education because, they need to start opening up more opportunity for all students to receive the same type of support and to be approached the same way when learning or getting a certain class, not because of where they come from or how they look, but for their intelligence and effort. Instead of doubting the students abilities teachers should change up their way of thinking and see them all as equal learners and thinkers. From the article, both Battey and Bullock agreed that school systems ought to support math educators in deconstructing and discarding the white frame of mathematics.
What advice would you give a school in creating an exceptional intervention model that could fill those gaps? Within my local school system, I see a large amount of neglect. I see a system that allows students to be pushed through a grade without fully understanding the academics they were to be taught. I feel more intervention and less overlooking, would play well in having a successful graduate rate. It is not the number of students who graduate from the high school levels that matters in the student’s futures.
Critical thinking is one of the core life skills that every individual needs to use in professional or personal life. Rightfully there has been a widely shared enthusiasm about critical thinking in the educational circle. Many academics claim to teach critical thinking skills indirectly through teaching and learning process of the core academic disciplines while others prefer to rather address the issue explicitly. Critical thinking is not just an isolated goal of education; it is both an end in itself and a means for achieving proficiency in studies and beyond. It is a skill transferrable and applicable in myriad contexts both within and outside the realm of formal education.
My junior was much better than my sophomore year, my grades improved a lot, I didn’t skip class or leave the school. My sophomore year was different from my freshman year, well my freshman was the best year in high school for me; I went to Shaw where I had already knew everybody and all my cousins went there. The school itself was better for me, I was more focused at Shaw than at Collinwood. I had Honor roll and merit roll at Shaw and at Collinwood my grades were terrible. But I can’t blame to school for my actions I choose to make.