The student would not get the chance to be in the first class because that one particular student might get a better future compared to the Chinese students in that one particular school. Malaysians also frequently discriminate the Malays by stereotyping that the Malays are usually lazy in general and always take things for granted. Other than that, the Malays have a privilege when it comes to boarding school. There are around 90% of the Bumiputera Citizens in MARA Junior Science College (MJSC) or known as Maktab Rendah Sains MARA (MRSM) and the remaining percent is from other races and ethnicities. For other ethnics, this can be considered as unfair as they have been struggling hard to get accepted into boarding schools but they could not enter that one particular school just because they are not from the Bumiputera citizens.
Analysis of the issue “In China, traditional education is exam-oriented. Teachers emphasize on basic knowledge and skill training, but the lack of cultivation of student’s creativity. ” This is one of the basic reasons for the problem. There are more reasons are listed below. Too many students in a classroom Research shows that students in smaller classes perform better in all subjects and on all assessments than in larger classes.
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
Chinese and American cultures differ when it comes to parenting. American culture tends to complement a child and praise unlike Chinese who tend to criticize. There are main instances where Chinese Americans have been treated with a complimentary lifestyle in school but have a different culture of criticism when they are back at home. It is very confusing
Parents in China put more expectation on their children and want them to be the best student in the class or whole school. All Chinese parents like to take a lot of after school classes for their students and never consider about their kids’ thoughts and feelings. In Chinese culture, however, academic success is believed to be strictly a product of effort and therefore completely within the control of the student. Because Chinese parents view grades as controllable, they see no reason as to why their children should be expected to achieve anything less than perfect grades. The only excuse for not achieving perfect scores would be laziness, which is considered unacceptable.
There are great differences between the educational practices and traditions of China and the United States. Lucas and Villegas (2013) pointed out that even though both academic systems have both positive and negative attributes in the manners in which they educate their children in high school, the same dissimilarities exist even more profoundly between American and Chinese international university students as well and have a very detrimental affect the educational success of Chinese international students at the university level as well. Several Chinese international students, Chinese international high school leaders and international university preparation program leaders will participate in structured interviews to ascertain their views and experiences by replying to open-ended questions in an open and forthright manner. Qualitative research will be employed to achieve the purpose of this academic case study, which is to determine the efficacy of Chinese high school international preparation programs for Chinese international students who hope to study in American universities. According to Choeda and Dupka (2016), the qualitative approach strengthens academic research in that the qualitative approach aides researchers in comprehending students’, teachers’, and educational administrators’ distinctive
His line of reasoning mainly built upon a logical narrative that succeeds in persuading his audience. Robinson claims the fine arts are not placed on the same pedestal as core subjects like mathematics, science, and literature. As such, when the education system receive cuts in spending, the music, art, and dance classes suffer severe hits. Associated with creativity, these classes are viewed as unequal to core subject classes and are neglected so that schools may prioritize subjects deemed as most beneficial for the future. This idea ultimately support’s Robinson’s argument that school are primarily responsible for the decreasing amount of creativity.
Sometimes, the school would cancel the class because of air pollution. Cancelled the class will affect the result of the student. Some of the job would be pause because of the air pollution, so their work had being postpone. Postpone the complete working time will make the company loss example construction business. Construction business in China is important, because China need the construction business to improve their economy.
Two teachers felt their teachers were “old-fashioned” who preferred “drill-learning” teaching approaches and thus did not exhibit a positive attitude towards music. At one point, however, one teacher had an enthusiastic specialist Arts teacher, from whom she cited influencing her attitude towards teaching music: “Just her enthusiasm, I really picked it up from her.” Birch’s (1969) idea that teachers pass on their subject attitudes to their pupils is coming into play here. But this seems to be only true in relation to positive attitudes in this study. Negative attitudes of their former “old-fashioned” teachers did not transfer to their teaching: again, Mezirow’s (2000) perspective on transformative learning theory coming into play as assimilated negative attitudes towards music can be successfully critically challenged and
But there are some students who doesn’t take the National Achievement Test seriously. But what will be the effects of having low scores on National Achievement test? As stated by Ordinario (2013), a Rappler journalist, he wrote in his journal that having a low score on a NAT test makes the Kto12 program worse. It is because according to the president of the One Small Step Forward Foundation, Inc. which is none-other-than, President Jaime Del Rosario. He had noted two trends, the first one is the lower NAT scores of high school students compared to the elementary students and the sentiments of teachers about their lack of skills to handle the subject requires in the additional two years of schooling.