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Effect of academic pressure on students
Effect of academic pressure on students
The effects of school pressure on students
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I don't think that students should have to complete a summer reading project. Summer is a time to relax and forget about school. Some students hate reading while others do it for pleasure, I think that it should be the students choice whether to read or not. I am a person who hates reading so I put it off until the last week of summer break. Then if I put it off until the last week of the break then I don't do a good job on it.
I also hate the books that the school board picks. If you are going to make me read over break at least let me pick the book. I feel that if the school board makes students read over summer break then, the students just look at it and grown. If you like reading then you can do it for pleasure. But if you don't like it
In the essay titled “How Teachers Make Children Hate Reading” written by John Holt and published in Reading for writers in 2013, Mr. Holt discusses why most children aren’t interested in reading. Mr. Holt spent fourteen years as an elementary school teacher. He believed classroom activities destroy a student’s learning ability. Mr. Holt never let his students say what they thought about a book. He wanted his students to look up every word they didn’t know. People can learn difficult words without looking them up in the dictionary.
The summer vacation students on a traditional schedule receive could be very beneficial since summer gives time for the students to attend camps or other activities that would allow them to learn. The camp may not be like the learning in school, but students would be able to get a different style of education while having fun. Lynn-nore Chittom and Jeff Klassen, two authors who wrote about year-round vs. traditional schooling say,
Many may argue, “Children are mature enough to choose their own books!” However a medical discovery has shown that children and teenagers are not mature enough through physical evidence. “Understanding the Teen Brain,” an article on the Online Medical Encyclopedia, states that “The rational part of a teen’s brain isn’t fully developed and won’t be until he or she is 25 years old or so.” This shows that children cannot decide for themselves what is good for them to read. Therefore, it is the responsibility of the adults to decide which books should or should not be banned.
Reading is not something I look forward to, I do not like reading much,when I heard we had to read a book , I wanted to read a book that appealed to me.My main subject in school is history. I have always been amused by history, that includes, World history and U.S history, but I focus more on World History. One event in History that interests me and I find important is The Holocaust. I find the event as a big catastrophe that means a lot and teached us a lot.
The Elementary Reading Attitude Survey (ERAS) / © PAWS survey designed by Dennis J. Kear from Wichita State University will be used in conducting this study. It provides a suggestion of student attitudes toward reading. The survey consists of twenty items and can be administered to the entire classroom in within ten minutes. Jim David, the creator of the Garfield cartoon character, and Paws Incorporated, the copyright owner, supplied camera-ready pictures of Garfield displaying a range of emotions from happy to very upset (Kear, 2000). Each item presents a brief statement about reading, followed by four pictures of Garfield. Each pose of Garfield is designed to depict an emotional state, ranging from very positive to very negative.
Summer readings from freshmen, sophomore, and junior year, and also the books we had to read during those years. Romeo and Juliet was a major book we read my freshmen year as well as Thirteen Reasons Why, and we read a few good books my sophomore year. We read The Great Gatsby, The Fault in our Stars, and Fahrenheit 451. There were reasons why we read those books, we did not just read them for fun. There is a little bit of a history lesson behind this too, and that is how literature was different in 1984 (pun intended) than it is now. Reading these books also helped with my interest in books by giving me different genera ideas that I might enjoy, but it also played a negative role because some of the parts of reading these books were boring to do. I think that both The Great Gatsby and The Fault in our Stars were good books for me and put a positive effect on my reading habits. I also liked reading these books because we usually watched a movie to go with the book, so I would read the book and try to picture everything in my mind as best as I could and then see how close my imagination can get to the movie. For example, in The Great Gatsby I tried to imagine the green light that Gatsby stares at and Gatsby’s ginormous house, or what the “Eyes of T.J. Eckleburg” look like staring down at the valley of ashes. Another example in The Fault in our Stars when Hazel and
I would only read books that were required for class, and even then I usually would not finish them. Reading was never something that I liked. When I got into high school, I started reading books for fun a little more than before. I was always a Harry Potter fan but since I did not like to read I only watched the movies. I remember reading those books and actually liking them. My junior year was also a time in my reading history that I remember well. As a class we were reading the Great Gatsby in time to see the movie for the midnight premier. Each day we were instructed to read up to a certain page, no further. I did not like the book at first, just like any other book I was forced to read for school. But, one night I was reading and the book got so interesting for me I could not put it down. That was the first book in along time that I enjoyed reading that was assigned to me. After my junior year, I went right back to my old ways of not reading books. My senior year I took AP English, so this required a lot of books. Thinking back to that year of school I remember finishing maybe one or two of those books. Although, I didn’t read all of those books, I still got a good grade in the class. One thing I did learn from that class about not reading all the books was reading the summaries is not good enough because, they leave out all the
My reading experience in junior-high and first three years of high school were not so much different. I had never been enthusiastic to read about predetermined topics assigned by my teacher and they continued to assign predetermined reading topics that made me feel frustrated and at times uncomfortable. But there was positivity that came out of these repulsive and devastating books, such as Lord of The Flies by William Golding or The Night by Elie Wiesel. Lord of the Flies caused me to confirm that humans must have rules and a government to help
When I was younger, I was interested in reading. I loved leisure reading and used to get different books from the library at least once a week. As I have grown older, I read dramatically less and reading is more irritating. I hate reading and sometimes get annoyed when I have reading assignments in class. Through the years, there were readings that I was forced to read and did not enjoy. It has turned me off from reading for the most part. I know that reading is something that is important, but I also know that it is something that I hate doing most of the time.
The summer reading project is not only a waste of time for students, but a waste of time for teachers as well. Any student is able to receive information about the book from friends; even the internet contains information about the book. Not once having to open the book and actually read a student can complete the given assignment. A teacher already knows what the story is about. There is no desire to grade a project that someone has put forth half the effort due to the fact they took the easy way out.
I have been singled out in front of my entire class while being nowhere near prepared for the discussion. This led to my everlasting anxiety about speaking out loud; and this is indeed nerve racking. Now imagine that feeling if you did not even speak the dominant spoken language. After several years of teaching, John Holt comes to the conclusion that schools are places filled with danger and silence. Schools are initially known to be refuges but are not always that sort of a place. Throughout the essay, “How Teachers Make Students Hate Reading,” educator and writer John Holt uses several examples from his prior teaching experiences and explains his acquired knowledge. Based on the different assignments he gives his students, he shows his readers why school can be a place of danger and silence. Holt’s ideas concerning students staying silent at school and their feeling of endangerment are echoed in Richard Rodriguez’s personal narrative essay, “Aria”. Rodriguez is silent at school because he lacks the confidence to
To the Members of the School Committee, Summer assignments should be mandatory because they are a crucial aspect of the learning process. Of the assignments, reading is a commons one given to students over their summer break. Of these students, many of them believe that summer work is a waste of time or confusing. However, without it a part of learning would be lost. Overall, the benefits outweigh the time it takes to complete it.
Reading always became tiresome to me. We had a reading block in class everyday. The reading block was to make us read fifteen minutes straight a day. Ms. Peshca, my seventh grade teacher, ensured that the class would read. I never read the books until we started reading The Hunger Games.
I also remember as young girl learning how to read and my favorite book that I could quote word for word was “Green Eggs and Ham” by Dr.Suess. I loved that book so much I still have that today. As I got older my love for reading and books started to diminish, I went to a private school for my elementary years and their curriculum was very intense. It was required to read a book from their approved list and complete a book report each summer before the school year began. Not to mention the numerous books reports I would have to complete during the school. At an early age books and reading was something I had to do and not what I wanted to do.
It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as 20 percent of 17 year olds... [are] functionally illiterate and 44 percent of all high school students…[are] described as semi-illiterate”(2004). This is a harsh reality to face – a reality that stems from difficulties developed at the elementary level where reading complications arise and usually go unchecked. These reading difficulties are carri...