Analysis: The Issues The primary issue in this case was the unpredictability and structure of the spelling test leaving some students unmotivated and unprepared. The second issue is Joe’s fearful reaction to the announcement of the spelling test. Mr. Grammatack uses random spelling quizzes to challenge students in his class to achieve; however he is aware that there are students who are not motivated by this approach. Mr. Grammatack is actively seeking solutions, such as improving the approach used so his students are better prepared and therefore are more motivated to achieve. The Concepts The key concept raised in the case is that learning depends on an individual’s preferred learning style.
Thus, these factors will demotivate students in terms of learning methodology. Secondly, the form and format of the syllabus are not very clear. Particularly, instead of writing a paragraph in detail, the author should list main ideas and key terms so that the students can easily follow the author’s requirements better. Furthermore, this syllabus lacks the consistency of assigned readings. For example, in the assigned reading section (Academic identity, Efforts to transform self and identity, Summary and movie showing), the instructor does not anticipate his/her teaching time.
Many believe that students should be motivated to write in order for them to be successful, however, Graham (2006) has found that writing development is shaped by all of these factors: strategies, skills, knowledge, and motivation. He defined motivation as “a heightened sense of efficacy about one’s writing capabilities”. Zumbrunn and Krause (2012) found that students need to have the opportunity to write in a nonthreatening classroom that is established by the teacher. Unfortunately, many teachers do not realize how their instructional methods contribute to their students’ lack of motivation. Students’ apprehension towards writing stems mostly from their fear of feedback and evaluation of their writing (Mascle, 2013).
Simply, students will feel better about their writing and produce better work if there is a skilled teacher who has been trained specifically in writing and the teaching of it, in a class whose sole purpose is to educate our youth on how to competently express themselves through writing. Teachers who do not have the time, and in some cases, the expertise, to engage and encourage a student writer many a time, end up with a class full of students who are scared to write or irresolute about the act of writing in general.
These two ways makes a teacher to wonder whether he or she did not communicate well and the student did not understand. This would then make a teacher waste a lot of time explain over and over a concept that would have taken a very little time. Doing a different unit apart from what the teacher is teaching While teaching, a teacher may decide to walk around class only to find a student doing maths assignment during a history class. This kind of behaviour may result in a teacher deciding to suspe... ... middle of paper ... ...r that will condemn them will result in them being reserved and even hinder proper learning environment. Therefore the teacher should encourage the student to work hard end appreciate them when they do something commendable.
If a student is told in the form of grades throughout their life that they are an “A” or “B” student, when in reality these scores are earned from attendance and homework completion, not actual retained knowledge, then this student may not be able to identify they have areas of weakness (Quinn, 2013). This could greatly affect a student in the future because they do not know their complete learning profile. Comparatively, if a student consistently earns “Ds” due to poor behavior and participation, yet aces the unit ... ... middle of paper ... ...to authentically assess their work and truly focus on grading what students learn, not all the extraneous elements that can be include in a grade such as effort, participation, attendance and behavior. An honest reflection of student learning can still look very different pending if a teacher is using more traditional or progressive grading practices. Traditional practices use a 0-100 point scale and average end of year grades, including zeros, between many categories including all assessments, effort, homework and even behavior (Hanover Research, 2013).
Although receiving good grades is important, cheating is not the right way to do so. Students who cheat are hurting their futures in a post-secondary education and for their career. Cheating causes the student to lose critical thinking ability, honesty, self-image and integrity, self-confidence and respect, and reputation. Without critical thinking a student will have a hard time distinguishing clear, reasonable judgements. In order to move on and expand ones education, a student must first clearly understand the basic concepts of a topic.
Aldrich also believes that students do not write enough. Writing is like any other skill, and takes practice to get better. Aldrich thinks teachers are not making students write more because, “they cannot write either, nor do they know how to teach other’s to do so” (184). This all leads to a very toxic cycle where a teacher who can not write teaches a student how to “write”, and that student becomes a teacher and teaches more students how to “write”, ultimately leading
As a result, student who having dyslexia will be very difficult in catch up the course content as other student because they must spent more time in remembering the word of contents and understand the meaning of those words. It is cleared that their class performance would be worse when comparing with other students. Since we know the characteristic of dyslexia, we should identify what they need in the class. Basic principle for supporting student Secondly, student with dyslexia need different kind of support from teachers that bear basic principle. The main reason for those students do not be able to identify the word because they just have rote memorization in learning those words.
However, some students also say, “I’m not smart enough” or “My work isn’t good enough.” They should do their best and ask for help instead of cheating, since the main goal in school is to learn. Some students don 't know exactly what plagiarism is. Teachers should gently go over the subject and teach what it is, but ignorance is never an excuse. Some students don’t know how to properly cite their papers. Just like not knowing what plagiarism is, ignorance is not an excuse.