In one way, Chinese are trained to get good grade in the exam. According to the data of ACT organization and other education organization, the average ACT score of America (ACT Organization, 2015 ACT National and State Scores) is much lower than the average score of Chinese (Taisha, Chinese have higher ACT score in recent year) as table 1 below. As we all know, when universities and colleges enroll students, they always ask for your ACT or SAT score. A higher score gives students a powerful evidence of their
9)." While students are also prepared for elementary school reading and math levels, students also did better with their social and behavioral tests. Samarrai states, "On the playground, students were much more likely to engage in emotionally positive play with peers and less likely to engage in rough play (par. 10)." Montessori is one of the most effective learning methods because students get the chance to be creative, they are proven to do better with reading, math, and their social skills and their behavior is significantly better in a Montessori learning
Furthermore, social-economic status in general has a great effect on the test scores as “Research has repeatedly found that the amount of poverty in the communities where schools are located, along with other variables having nothing to do with what happens in classrooms, accounts for the great majority of the difference in test scores from one area to the next” (Kohn 2000). To explain, these test do a better job at measuring the factors that affect students outside of school than analyzing their educational abilities. This is summed up perfectly in the book entitled The Myths of Standardized Testing, when it is stated, “Instructionally insensitive accountability tests tend to measure what students bring to school, rather than what they are taught” (Harries
Cutting homework or senior year, will make the education process harder for most students who learn at a slower pace. The four articles we read in class gave us all different viewings to how and why it’s important for people to have in their life. In Frederick Douglas and Malcolm X, they wrote about how they didn’t get the same opportunities as other to get educated because they were a different race, however, both of them took the time to self educate themselves and were successful. Education and literacy have been the two most important parts of people 's lives. In today’s society, everyone gets the same opportunities as each other when it comes to
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.
Community colleges require some students to take remedial classes due to low standardized test scores; however, this requirement harms undergraduates more than it benefits them. Remedial classes are non-credit courses, which means that the students being forced to take them are not receiving any credit for their work. Ironically, undergraduates must pay for courses that may not even be necessary. In “Revamping Community Colleges to Improve Graduation Rates,” Alina Tugend (2016) states, “Four years of data have shown that those who were placed in the higher-level classes ‘were succeeding just as well as those who had to go through development,’ Mr. Oakley said” (para. 17).
Through their research, they got the conclusion: negative teacher behaviors are regarded as the core of students’ demotivation. In recent years, the responsibility of teachers on demotivaion has been highlighted in Asian countries as well, such as China, and Japan. Chambers(1993) asked 191 pupils（age 13）to finish questionnaire and another questionnaire was given to seven teachers. From the students’ view, 14 percent of the students thought the course was “not essential” or a “waste of time” and 50 percent of the students went on loathing language learning. Their reasons were different and some students blame teachers for: 1. going on and on without realizing that they have already lost everybody; 2. not gibing clear enough
The reason why teachers evaluate students is to give them good meaningful feedback that allows students to learn more and make them better after. Grades are an inadequate means of achieving that because they are not helping students to internalize and work toward meeting high standards, but that is most likely to happen when they “experience success and failure not as reward and punishment, but as information” (Bruner 1961, p. 26). Grades also do not define intelligence, it just defines how well a person memorizes facts, and how good one person is at school. Plus schools are very specific on how they expect you to answer and do not measure one's vast intelligence. ““Many highly intelligent people are poor thinkers.
Education is everything. It makes the backbone of a modern and developed society. When children get a high quality education it opens up a life full of choices and opportunity for them; meanwhile everyone, children’s parents, teachers, and their communities benefit from this. To equip schools with qualified teachers and in the mean time to reduce the size of classes in public school, it has been the main concerns during the past several decades in the United States of America. Especially during the end of twentieth century it was a very hot debate among the scholars and policy makers whether to reduce the size of class in public schools.
35). Nevertheless, the unwillingness of the higher education institution or their inability to provide the students with special needs with the required adjustment of the program tends to be an immense problem if an individual chooses the particular sphere. With respect to this, another influential problem is recognized by the scientific research. To a definite extent in connection with the problem of lacking adjustment opportunities, “Half of the students exiting special education enter postsecondary education indicating that they do not believe they have a disability” (Getzel, 2014, p. 382). In many cases, it is easier for them to hide their special needs and to get the education under the equal with other students conditions.