I asked to be placed in an honors class my junior year; I was told it would be too difficult for me and I would fail. The school also told me that they could not find an open seat in the classrooms for me. This situation is similar to how Douglass felt. As he relates, “It had given me a view of my wretched condition, without the remedy” (63). Douglass understands his condition and how he is felt to be inferior and cannot do anything about it, as he is being suppressed.
Public education has been for granted and later on in life young people become affected by it. Some of the youths were not taught about the majority of the knowledge that they will need to apply in the real world, which began to hold them back when they go out in the world to find a proper job. There are not enough teachers out there that are willing to go the extra mile for the youths in making sure that they are receiving the knowledge needed to take the higher and become successful. The punishments that teachers throw at the youths when they misbehave in school are a part of the reason why most of the students are falling behind. We need a stronger public system and less mistreatment in the system.
If the teacher ends up giving up or stops caring all together, the student will follow suit. In the student’s mind if the authority does not see it as important, why should they. It is important that the teachers, no matter the school, not give up on the students, for most it is the only the students have to look up to. According to Lyndsey Layton, writer for the Washington Post, just about 11 million children were living below the poverty level (Layton). For that amount of children to be living that low in life is unacceptable, but because of how education is in these areas where the children are living in are bad, they don’t have much hope for their future.
Some teachers do not allow any talking during class at all, even when students are just working independently. Students need to be able to collaborate with each other to help each other out and create new ideas. If a student says something that the teacher does not like the teacher can punish the student, an example of this is the case of Bethel v. Fraser; Matthew Fraser gave a speech to the school that contained offensive and sexual references and then officials at the school then punished him for saying those things (What are the free expression rights of students in public schools under the First Amendment?). The teacher can also send that student to the principal and the punishment could end up being suspension or expulsion. An example of this is one of my good friends was in his PE class a couple weeks ago, his teacher said something that he did not like.
Mary believes if “Flunking” was made a normal thing the fear of failure would stop students from cheating themselves and focusing more on their education. I believe that many students including myself, can benefit from Mary’s theory that failure should be a tool used by teachers to motivate students. The first thing in this article that stood out to me was when Mary told the readers about her son. Mary was told that her son was not doing well in class due to his social behavior and that he was not motivating himself. This was leading her son at the risk of failure.
Perrin describes how frustrating this can be by comparing it to a scenario where a doctor is blamed for not being able to cure a teenager’s ailment, even though the doctor had done his job, and it was the teenager that had failed to listen (52). Students are able to escape failure by making the teacher look at fault. Mr. Sundling only wanted us to succeed, but when the occasional failure did slip through, he was the one being held
Imagine entering a classroom with a pre-determined opinion of your new instructor; I did and it was not a fun experience. All that ran through my mind was failure; here I was in a strange place, with an impossible teacher. Dr. R appeared to be unrealistic, a person with a goal to fail everyone. This presumption was totally wrong. As the course went on I began to realize that he intended to "weed" out the students who didn’t mean business, successfully I might add.
His family life affects John’s behavior in class; he dislikes having to follow the rules at school. The main problem he is having in the classroom is talking; He disrupts class by talking out of turn. The first step in the behavior management cycle: “effectively communicate explicit directions.” (Canter, 2006, p. 50) “I need everyone’s attention. That means your eyes on me, nothing in your hands and no one is talking.” Canter’s model promotes a supportive classroom, which allows teachers to teach and students to learn. Student are taught to behave and teachers use praise and other rewards ... ... middle of paper ... ...have more time to teach, and discipline will take less time.
He takes a gun to school intending to shoot himself but gets caught. In the most important environment of a student's life, even one F is not allowed. The school reinforces what the parents expect. Even his little sister echos the mother's sentiments when she admonishes him to find a way to study in Detention. It is from the Brain's point of view that we realize that "you (Mr. Vernon/the school) see us as you want to see us".
The disparity between what the children need and what policies are being placed is terrifying. I have even witnessed for myself a teacher being handed what is basically a script and being told to teach it. Kozol puts this very well. He compares it to “those miserable 16-city European tours where people are told that they can never leave the bus” (Kozol, 50), and that’s true. Also in Letters to a young teacher, he argues against having to “teach to the test”.