However if the knowledge gained cannot be used in solving a problem or learner cannot use it in real life situation then then meaningful learning does not take place. As a result grades can not be used as a reliable source for measuring learners achievement. Research findings show that asking question, offering comments and any kind of class participation have beneficial effects and increases students’ critical thinking skills. As Allwrit(1984) that considers classroom interaction as fundamental fact of classroom pedagogy, since every thing and ever... ... middle of paper ... ...taking behavior is influenced by external factors such as their cultural beliefs or practices, their learning situation such as: teachers' attitude, teaching style and other course related factors like class size and classroom activities. 1.3.
These kinds of Chinese operational negative factors cause limitations in how much Ameson can achieve through its educational program. Ameson leadership knows that success in TOEFL and SAT does not equal success but merely the beginning of a student 's educational career. Perhaps, this is one of Ameson 's greatest failures is that instead of seeking to change these bad practices on the part of Chinese high school leaders, the organization tends to work around such problems and not rectify such thinking and practices that are an immense detriment to Chinese international
Social norms constrain situations available within a broad cultural context (e.g. harsh punishments towards underperforming students may be more acceptable in Chinese families and schools). At the same time, situations drive the formation of and interactions among groups (e.g. limited places in prestigious Chinese universities create competition among students from different high schools). The effects of groups and situations on behavior, however, are mediated by social cognition, which transforms “objective realities” into subjective perceptions.
Although the rector defends his student, the arguments of the Chinese teachers encounter at British Internet users to understand. "The Chinese teachers are right," said a member, "In the UK, the teachers do not behave not like real teachers and students as students. For this, the British government should take responsibility." "Students should behave better when they visit. The German Rectors' should not the students still defend, "writes another."
This argument goes along with the other two mentioned and explained above. There isn’t much that is positive to say about these assessments. It places so much pressure on students to perform well and pressure on teachers to teach what is going to be on the test. This brings negative energy to classrooms. An article by Greg Jouriles helps explain why we don’t need these tests.
Culture Differences Associated Social Isolation The second challenge for visiting scholars to face in US is the culture difference (“culture shock”) as shown in the literature (Andrade, 2006). Cultural and social barriers are challenges in the understanding and accepting the difference in social and cultural norms, values etc. Besides facing the same challenges as other international students, the majority of the Chinese students finds the process of making American friends difficult. They have difficulty interpreting the rules and norms of discourse and social engagement; and they are challenged by creating new support networks to help them adjust to the new culture (Swagler& Ellis, 2003; Yan & Berliner, 2012, Peterson, 1999). Most visiting
When a student is limited in what he of she can do then that will dramatically decrease the number of jobs that they have to chose from. American education is a lot different than the early Chinese education. In America, school is for developing critical thinking skills. American education teaches students to apply what they learn in the class to the outside world. They teach students to think outside of the box and how to think deep and to apply ... ... middle of paper ... ...ing face”; this means that the students would rather not know the answer than to ask a “dumb” question.
This brings us back to what the students were taught in class and how it has been assimilated. Curriculum is said to be affected by the standardized test. Some critics say, “That teachers are going to teach what will be covered on the test and unfortunately the information not covered on the test is not taught” (Banta, p.2). I know that if st... ... middle of paper ... ...a greater challenge than what can be tested in a multiple-choice format. Critics of the No Child Left Behind Act say that there is immense pressure on school officials, teachers, students, and parents.
In Lisa Foderaro’s article “Type A-Plus Students Chafe at Grade Deflation”, she summarizes an ongoing debate within the higher education community of Princeton University. Foderaro wrote an informational article to depict both sides of the argument in a fair and balanced manner. She was attempting to expose a possible academic problem and the solution and consequences of a change in school policy. The article covers how the prototype grade deflationary policy at Princeton affects students both academically and professionally. The students refute any positive effects with negative consequences such as how policy affects the students mentally, puts students at a competitive disadvantage, and creates unrealistic standards in grading.
Gifted and talented education is often forgotten in our country. This is not done on purpose but because of the lack of information and resources. Teachers need to be able to understand and identify gifted and talented students by familiarizing themselves and working with parents, guardians, and other educators. Keeping in mind a classroom is a spontaneous place with unique, energetic students, each classroom is consists of a combination of individuals who help to create the subjective nature of the class. When teaching, the reality is no two students are the same in terms of learning and no two classes are alike, which creates the challenge of establishing an effective classroom management strategy.