Westchester High School has always offered a limited number of honors and advanced placement courses. Last year, to my dismay, only Mr. P. was teaching the AP Physics class I had my heart set on. From my peers, I had heard that he was an unskilled teacher because of his poor classroom management and lack of instructional time. Taking this class was very important to me because I enjoyed science, wanted a challenge, and hoped to get AP credit. So beforehand, I already knew that I would have to learn AP Physics on my own, but since I have had experience with terrible teachers before, I felt that I could handle the class and was ready for the challenge.
I would help to educate the parents that even though yes, those test do have some credit, but not to fully have a certainty in them. I would make sure the parents are knowledgeable of their child education that they would not be worried about those test. There are times when the child does well in school, but on test they do not do well at all and especially those standardized tests. Showing parents actual physical evidence, research about those situations will help them not to feel like they are alone in that
Flunk means to fail to reach standards; students, parents and teachers think it’s a bad thing, but is it really? Instead of thinking the negative of repeating a grade or class, people should see this as practice and becoming successful. Many students may not understand the material and making them retake it will improve their knowledge. In Mary Sherry’s essay, she talks about how teachers and parents should show that flunking is a positive teaching tool. I agree with her because we aren’t all perfect and sometimes we need that extra lesson or we need to repeat the material again.
“13 Rules That Expire” by Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty, is a thought-provoking read because, for one thing, students do not actually know that these thirteen rules perish until someone notifies us. When I first read this article, it came to me as a bit of a shock. This is an article that all math teachers should read before teaching in a classroom. This article is about the rules that teachers use to teach math to younger students and how those rules will expire before they graduate from junior high school. Many teachers struggle with getting their students to understand math.
In spite of the people who believe that standardized tests are a key factor to determine a student’s academic abilities, standardized tests distract students from their current studies, they are only designed for one way of learning and comprehending material, and they are biased to students. Standardized tests distract students from their current studies and take away any extra learning opportunities that they have to elaborate on a specific topic. Standardized tests take away time for students and teachers in the classroom to continue their studies or learn something with purpose
Standardized testing is a necessity to help measure our education, but it is becoming to important in schools. Although we need it, we shouldn 't teach by it. Students should be taught things that will help them with the rest of their lives, instead of being taught for one important test. It would take quite a long time to get rid of standardized testing, but what is we just changed parts. Instead of having kids miss class for testing, why don 't we make it a week long event, and get all the testing out of the way.
“Such tests reward quick answers to superficial questions.” (FairTest). Standardized tests do not allow students to think creatively and encourages teachers to teach to a constricted curriculum instead of more depth of knowledge. Most students are able to achieve a proficient score to meet requirements, but for some it has become a hurdle that has kept them from achieving their diploma. Some at risk students feel overwhelmed and defeated and choose to drop out of high school without receiving a diploma. Trying to be meet a “standardized” test score now limits these students in achieving their full academic potential and may limit their career
To begin with, it is extremely important that our educational system stops promoting false confidence and allowing students to unlearn their current outlook on life. Both Davidson and Twenge touch upon the flaws in the current education system. As Davidson describes, “Confidence in your ability to learn is confidence in your ability to unlearn, to switch assumptions or methods or partnerships in order to do better. This is true not only for you, as an individual, but for whole institutions” (Davidson 67). Davidson believes true confidence, allows one to not only learn important ideas, but also forsake the ideas that may harm him or her from reaching a goal; she also mentions that this notion does not apply just to an individual person, but also applies
This is a violation of code 8.06 because the nature of the experiment was not clarified beforehand the professor waited until after the students begin rebelling to make a bargain for their grade. The students in the course are all familiar with one another in some way, so he or she is aware of whom the professor is referring to with the statement. Once the students rebelled to the experiment according to code 8.04 the professor should have offered an alternative assignment to prevent withdrawing (American Psychological Association, 2002). However, the professor failed to do so and violated the code previously mentioned. Overall, the professor violated several codes and should consider tips on how to fix
In order to understand self-fulfilling prophecy, Becker suggests other variables should be considered instead of observing the grades of students or the number of years a teacher has taught. In concluding teachers, Becker predicts student success on academic achievement instead of motivation, which could stop a student from achieving goals. Although many students have motivation which can lead to academic achievement, but when lower grade students receive discouragement to succeed in academics because their grades are low is a false