In some cases this can prove to be difficult for an educator. As a student, you may find that your teacher may not be giving you enough attention or specific one-on-one time. This is where student grading could come in handy. Many educators might fear negative feedback because they often do the best that they can with the abundance of responsibilities they already have; but others strongly believe that teachers shouldn’t be above criticism, and should ask their students for this constructive feedback on their performance. This could help improve the nation’s educational system if conducted properly.
The filter goes up when the learner feels unmotivated or does not have the confidence needed and it goes down if the learner does not feel anxious and is motivated to become a member of the group (Du, 2009, p. 162). What we need is to find ways to use the ideas of Krashen’s hypothesis to help English language learners acquire their new language. As educators, it is necessary to get to know your students and figure out what motivates them to learn. Students may not be motivated to learn due to lack of interest or confidence in their abilities. Sometimes the teacher’s attitude can affect how a student learns and educators have to be aware of how their attitudes might hinder a student's chances of learning a new language.
If we are hoping our students will be life-long learners, why would they continue learn in the grade-less post-graduation world? (Schwartz, 2011) Grades do motivate students to do better but, grades cause students to want to get a good grade instead of fully mastering the material. They look at school just trying to pass which promotes cheating on tests and homework. They also will choose the material that is the easiest and choose a class with a professor who doesn’t care to raise their GPA. School is supposed to be about learning and understanding new material to help gain knowledge and a new way of thinking.
Some student need special attention of the teachers where some not. Some time ratio of the students and the teachers are very unusual. Teachers have developed technique such as peer learning and group participation to make sure that all students are involved in terms of learning and assistance. But this process may not work for some student (Distance Learning Net,
On the other hand, there are people who are slow to learn and the only way to acquire high marks will be through cheating. Surprisingly, a few of these students will say they do not know plagiarism is cheating. This will require educators to devise models of curbing this illegal practice. This paper addresses how to curb the problem of plagiarism in schools. How Educators Should Deal With Plagiarism An effective response from these teachers includes having a positive solution that will advise these students how to become better writers, and scholars, while applying a similar tone in the syllabus.
Schools that students don’t feel safe in usually house students that aren’t interested in subjects that are being taught. They should maintain a well-educated faculty who is all passionate about what they do. If there is a lazy faculty, it will influence the students to become lazy. Schools need to produce the change that this world needs- well rounded, creative, knowledgeable individuals. An effective school in today’s society would have a strong basis on the common core, but make it so that the information is fun to learn.
The grading system is designed to commend students for getting good grades and shun students for receiving bad ones. This is done to give students an incentive to learn the material, because if there were no reasons to get good grades, then students would not try at all. It is not only beneficial for students to get good grades because of the praise; but, because they will inevitably need to learn the material if they want to get good grades. The school board should keep the policies they have in place and students should really strive to earn good marks. Students in today’s day and age genuinely want to learn the material they are being taught.
Yes, your friend can receive consequences, which “may involve redoing the work, receiving a failing grade for the assignment, or detention” (Goldstein), but you are actually helping them building learnings, experience and eventually a good reputation for their futures. Whether it’s at their job or school, your friends actually have to learn the concepts and materials and comprehend them well, in order for them to perform a successful task. Some people might think you are a person who would “snitch” on everyone, but some students might actually be thankful. People who are dishonest will receive consequences for cheating, and hopefully they would refrain from that habit and realize life does not work along with their cheating methods. In conclusion, cheating is a dishonest action, and its effects could tremendously impact other people around.
In addition, teachers who have low ability students are not as organized with their lesson plans and they often use different strategies to get their lesson across to their students. A final problem with this type of grouping is that studen... ... middle of paper ... ...rm of ability grouping that we would choose to implement. We feel that it gives the students the chance to exercise their individualistic traits by attempting their full potential when working alongside peers on the same ability scale as they. It also gives the other students in the class (who may be behind) the opportunity to ask questions freely, and not feel unintelligent or hesitant in that they are working alongside students with the same capabilities as themselves. References 1.
Many see it as a problem, instead of a chance to make education stronger. By focusing on a wider variety of people, teachers will themselves be made more culturally understanding, and make students of all types feel comfortable. Students are the most important part of education. Education is supposed to be based on each student’s needs, but it is often focused around the teacher’s views on what is right. By focusing on strict memorization, teachers exclude many students from truly learning the material.