What it comes down to is the question of how effective is the grading system and should it be challenged? Many people believe that grades are necessary as well as beneficial to students’ education rather than a burden to it. Liz Mandrell and Jerry Farber decide to put the grading system controversy up for debate. Mandrell portrays her argument in “Zen and the Art of Grade Motivation,” and Farber makes his case in “A Young Person’s Guide to the Grading System.” Both use their arguments to depict whether or not grades are needed in
A clique provides not only the sense of acceptance, but also an identity. With the feeling of acceptance comes the need for conformity. Once a student is accepted into a clique, that student feel that he or she needs to act a certain way to remain a part of the clique. Students of the same clique adopt certain values and norms. If student rejects a value or norm held by the clique, the student risks reject by the clique, creating a fear inside of the clique.
The article study states that, “YM assumes that the best mechanisms for reducing bullying behavior are changing an individual’s perceptions, attitudes, and self-efficacy beliefs (children believe that they can take action to stop bullying in their schools)” (Jenson at el., 2009, p. 363). This student centered module seeks to prevent bullying through the development of students social attitudes by helping them to cultivate healthy relationships with their peers, teachers and community. The study also focuses on moving students from what they call the “victim class” (students targeted by bullies) to the uninvolved class (students who are bystanders and help
Literature Review: Academic achievement, perceived by most as individual intelligence and assiduity, in fact can be traced to several different aspects. However, how does this perception of intelligence actually factor into a student’s scholastic success? In the text, Inequality by Design, it is made clear that “a racial or ethnic group’s position in society determines its measured intelligence rather than vice versa” (Fischer, 1996). So what affects do these kinds of impressions have on Asian Americans, especially if these impressions are coming from other students? Many studies have shown that peer perception, does, in fact, have some significant effects in a student’s academic performance.
The probability of success for a student relies on their desired and belief as it is their expected probability (Dominik Becker 2013). There is a difference between students’ realistic aspirations and subjective expected probability of the completion of academic success (Domink Becker 2013:456). Nevertheless, self-fulfilling prophecies and the classroom socioeconomic affect student educational transitions as found in this article. Although the cost of the undertaking, examines the value from benefits in order to display that the cost of the undertaking is greater than the benefits according to Becker (2013). 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.
Another model is the Psychodynamic Model which indicates that behavior is motivated by emotions. If there is a student that is disruptive in the classroom a teacher should attempt to interview and counsel the child. The teacher needs to guide the child to understand their feelings and create a solution for the disruptive behavior. However, if the student’s conduct is not corrected by the teacher’s guidance then the school counselor should be involved for further evaluation.
Scenario Group Project Paper By Sarah Daley, Amanda Harlow, Anna Allsep, Galen Green, and Mary Elder Many teachers seeking to engage with and empower youth face the problem of engaging a student who is apathetic towards a necessary assignment. While the teacher may not know the immediate reason for such disinterest, there are many strategies and ways to address the disengaged student. In this paper, we will outline certain steps that we believe can create a lasting resolution to this scenario such as asking, listening, identifying, responding, and following up with the student. By using these steps, the teacher can demonstrate continual support and encouragement that will not only engage the student’s passions and interests for their particular
If a student were to fail a course or grade level, said student should be made to retake the course or grade level with extra help and guidance. If a student is thought to be at risk for low self-esteem caused by retention, they should be given the option of academic or social counseling. Pushing a child forward when they’re unprepared is unacceptable. Social promotion is causing a bigger issue than retention. In conclusion, social promotion ultimately hurts students far more than it helps.
I believe further exploration into critical thinking perception involving both professors and students would provide beneficial information for those hoping to improve both perception and ability of critical thinking. Further research into student’s perception of peer’s ability could also be conducted and refined. I also believe our current research could be further developed indicate differences in critical thinking perception among peers in various variables. The variables that could be further examined include traditional age students versus adult learners, a comparison study by major, and another comparison study by gender. These are all aspects that could change our result, and determine more accurately a student’s perception of their peers, in a more specific instance.
With helping students envision what their lives could be based off their academic goals, and providing them with resources and support to achieve their academic possible selves – this practice would be insurmountable in tutoring or mentoring settings. By having students determine what their desired and feared possible selves may be, it opens doors for conversations and behavioral framing so that they can achieve or resist their possible selves. For these exact reasons, one can understand why the theory of possible selves is so important. This can be applied in various settings and with different populations; academic, low-SES, minority, workforces, prison settings (rehabilitation especially), geriatric populations, etc. Having individuals face and name their aspirations and fears regarding their future selves allows those difficult questions to be asked of themselves, and provide the opportunity for betterment and