Yet, some may argue that this is not due to the differences in culture and background, but rather due to the student having a bad teacher. Although it may be true that good teachers would not allow a student’s identity affect how they reach the specific student, it must be noted that teachers of students that have poor scores are “of about the same quality” (Strauss) as those students who score very well. Therefore teachers cannot be a deciding factor in child success or otherwise there would be a discrepancy in the ability of teachers where there is not. Plus, it must be pointed out “how well some of [the] students are doing,” (Strauss) if poor teachers were really the cause of the bad test scores of some students then all the students in that class should be scoring equally bad, but this is not the
When they don’t know what to do, they tend to not do the assignment or turn the assignment in late, but turning it in late or not doing it can lead to adverse scores. If you have adverse scores you can get held back or it can be tough for you to get accepted into really great schools. To sum up, kids can lose natural motivation in learning. Second of all, schools should not pay students for good grades because they want to cheat for the award. “... including
However, certain questions on these examinations could have another debatable answer, but students aren’t given the opportunity to explain and defend why the other answer could work just as well. Cookie-cutter and superficial questions that have set answers deny students the ability to truly think and express their reasoning and thoughts. Teaching and instructing young children to search for the right answer is fallacious. Certain test questions have the possibility to attain two right answers or no right answer. A pensive child may choose an answer that is credible or could be proven conceivable through explanation, but instead, the answer is judged as “wrong.” “ As a teaching tool, the tests are deeply flawed because they quash imagination, creativity, and divergent thinking.
Should Students be held back for bad grades? ¨Grades do not measure intelligence¨. A lot of our society is thinking that students should be held back if they are getting bad grades,some people don 't understand how this will really work in the near future, lots of students try and hate to fail, but sometimes we have to fail to succeed. Students should not be held back for bad grades, some students don’t test well, but they always turn in their assignments. Students don’t try to fail, sometimes it’s just the class they don’t comprehend.
A very common controversial topic in schools is bringing in uncertified people to teach in classrooms. Schools have teacher shortages and have a hard time bringing in former teachers (Laczko-Kerr & Berliner. 2003). Many uncertified teachers have some training to cope the shortage but not enough to help student’s performance (Laczko-Kerr & Berliner. 2003).
In addition to not receiving a diploma it also hurts their chances of furthering their education at a university or trade school. In addition to these problems faced by the school system, there is a lack of autonomy in today’s educational system. This proposes a problem to the student of having no control over their days, which doesn’t effectively prepare
Next, as a result of the small fragment of knowledge that is tested, standardized tests capture a incomplete picture of student achievement. Standardized test are not the same as student achievement, the scores don 't provide very much useful information for evaluating a student 's achievement, a teacher 's work ethic, or the success of a particular school or program. To make such judgements, you need to look beyond the scores themselves and make some inferences about what the real problem might be. The word "achievement" means more than a score on a test. Achievement includes class participation, students ' course-taking patterns, and teachers ' professional development patterns.
Cheating is not only an issue in the classroom, but outside of it as well. Cheating has become one of the top reasons relationships have tended to last much shorter spans in contrast to previous times. Consequently, cheating hinders more than just a person’s ability to learn, but it also negatively affects their character. If you asked an average high school student to give you reasons for cheating in school, I am certain the list would be never ending - from reasons as simple as being too lazy to complete the tasks, to some students just flat out not understanding their assignments. Jones suggest that, “The reasons students engage in academic dishonesty vary, but as commonly understood, the overriding reason is performance” (144).
(32) McClure (2002) concludes that play has all the characteristics needed for mathematical thinking: deciding, imagining, reasoning, predicting, planning, trying out strategies and recording. Some play will involve cooperative learning also. Sharma and Sharma (2002) reveal that early childhood is the age of growth, the period of all kinds of development and growth. (33) Shabuam (2003) points out that there has been a worldwide consensus among psychologists, that preschool age is the critical period in the life span of the child. It is during this period that foundation for all later development is laid.
Just being aware is not enough. Knowing how to react and respond to these behaviors are essential for teaching middle schools. Sometimes it may be mood swings or disrespectfulness; there is a proper way to deal with it. Training will never subdue the pure reality. Adolescents view diversity with the eyes and teachers witness diversion from behavior, learning styles, and impressions.
He clearly hasn’t developed healthy ways to internalize these emotions and deal with them as it takes the help of a teacher to bring him back down to a stable level, (Virtual, n.d.). This is most likely dealing with the fact that certain parenting techniques were used that developed a tendency to rely too much on others for support rather than finding it internally as some children learn from early on. This could also be a result of the report saying how Will Jr. lacks a large amount of friends and while he is liked by all, he only has a core little group forming (Virtual, n.d.). This could be adding to the anxiety of Will Jr. while in class and doing activities he is unfamiliar with or not particularly “skilled” at. This is also true when he doesn’t get his way indicating a tendency to get his way at home when presenting disruptive
It is today 's students and our future generations going through this dilemma. But uniforms are not good for students. South Cache should not wear uniforms because they stifle personality, may harm the transition to adulthood, and may be uncomfortable. Students are unable to show personality and personal style because of said uniforms. Although they are better known for being in private school, uniforms have made their way into public schools.
Itcan also be used to monitor readiness skills. When using CBM, the instructor provides thestudent with brief, timed samples, or "probes," constructed of academic material taken from thestudent’s school curriculum. In addition, the CBM graphs are able to provide you with greatinformation that can be shared with parents, teachers, and administration. CBM is an effectivetool when determine if a child should be retained or not.Progress monitoring is extremely important, and should be done frequently. Continuingprogress monitoring grants teachers and schools to adjust and modify instruction to expeditestudent growth, success, and learning.