Both in high school, and in college I have had to learn about subjects that I can careless about and because of this the motivation factor was extremely low. “Although they think it’s important to graduate, they don’t think that doing well in school matters.” I tend to agree with this. I believe that graduation is the key factor, and this is the reason why kids go to school. School-to-work programs can alleviate some of the boredom that studying out of textbooks can have. “School-to-work can help young people answer the question, “Why do I have to learn this?” Lynn Olson claims that research from various corporations, and research companies argue that “school-to-work activities can slash boredom and re-engage students in schooling.” Once again this makes sense.
However, there were a lot of cons that came along with the process that if not kept to par, would result to a decrease in student achievement. The purpose, of this research is to determine if departmentalized classroom settings or self-contained classroom settings affect student motivation and achievement for fourth grade students. (insert motivation statements here)“According to the self-worth theory of achievement motivation, a sense of academic self-worth is the most critical factor in determining student attitudes and behavior. The key to academic self-worth is students’ perceptions of their own ability in school, especially in comparison with others. Students learn to avoid shame and humiliation due to failure by choosing to not try.
Some teachers reported that when they find collaboration fun and that eases the workload for them; however, more than half (56%) content teachers did not find collaborations helpful for them neither for the students. ... ... middle of paper ... ...rtheless, teachers should try to collaborate with each other and fully commit to the idea of meeting the students’ needs in the classrooms. Recommendations The study revealed the teachers’ attitudes and perceptions towards the English language learner students’ learning. However, the findings obtained from the survey are from a small group sample and localized to a particular are of the United States. Some recommendations are to involve a larger group sample of teachers to find out whether they would like to collaborate with other teachers to enhance the English language learners’ learning.
Research by NCTE suggests that ability tracking is detrimental to some groups of students and to many individual students. I will be exploring how low expectations may cause inappropriate behaviors, lack of interest in subject matter, and resistance to learning and how tracking exacerbates these problems. I think it is important, as I discuss expectations in different tracks, to show the composition of students that make up each of the classes that I observed and taught, as it appears that minority, low SES, and learning support students tend to make up the lower tracks. I remember feeling; both shock and surprise when I learned that State College still practices a form of tracking, but Regular, College Prep, and Advanced English seemed pretty harmless at first. The distinct difference between the curriculum and "types" of students from level to level, particularly from Regular to College Prep is what soon began to catch my interest.
We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach. Gardner’s first intelligence is verbal-linguistics.
Some homeschooled students follow a set curriculum, but the parents of other students select matter as educational needs begin to appear more appropriate (Everhart and Harper 1). Parents teach more of what is important in academics. In any event, homeschooling is beneficial to students in the long run. Most homeschoolers attend top notch colleges after graduating from high school. They also attain more knowledge on subjects that they have personal interest in.
Many schools have a system in their junior high school called "tracks." Tracking is a system where students are grouped together with other students throughout their academic courses. The foundation for this system is grouping the students together based on their academic performance. According to administrators and teachers who favor this method, tracking makes an easier environment for the teachers. The teachers will be able to stay focused on the entire group, instead of having some students bored with concepts they have already mastered.
Those students in a “low track” classes are commonly of a... ... middle of paper ... ...e class. A large part of school, especially during the early grades helps children understand how to express emotion in an appropriate manner. This strategy helps all students but more importantly emotional students because they need to understand how to convey to the teacher and other classmates how they feel without an outburst of any specific emotion. As a teacher it is important to adopt many of the strategies to help teach children based on different temperaments. When teaching different temperaments, it is important to show attention to all students individually, which is greatly beneficial to students of all temperaments.
First of all, tracking in schools causes students to blame themselves for poor school performance, leading them to believe that they are incapable of succeeding. Tracking can also hurt students socially due to low self-perception and lack of diversity. Students in more heterogeneous school environments potentially have a higher likelihood of forming more diverse and stronger friend groups, giving them an advantage over students with more homogeneous friend groups. Lastly, stratification may even have effects which can stay with students for the rest of their lives. When students fail to recognize their ability to succeed in school due to being placed in lower educational tracks, they fall behind in school and are often unable to move into a higher track which affects their options for college and a career.
Giving students a grade that they have not earned hinders the youth’s future educational success. A number of schools are no longer giving a grade of zero on assignments, tests, and exams completed by students. While other school districts continue to give students the grade that is adequate for the work they have done or have not completed. Giving students the grade that equals their work is designed to show students where they need to improve. Many school boards want to stop giving out zeros for work that hasn’t been turned in and give a grade that rages around the “D” area keeping children from falling behind in their classes.