The common core state standard creates extra pressure on teachers, puts our students at a true disadvantage, and removes parent involvement from our student’s education. Teachers are our hidden gems. Although not treated as such, they are a resource that is overlooked and underappreciated. In my opinion, there are three types of teachers: The driven teacher with a passion to educate students, the... ... middle of paper ... ...repeat itself. With the new standards our children may take a test that seems confusing and they may even get a little discouraged by feeling that they have no knowledge over the subject when they truly do/ Is that what the common core was created for?
Grading System Reform Teachers have always used grades to measure the amount a student has learned. This practice is becoming ineffective. Many students have a wide range of grades, which show that grades may not show what a student really knows. Therefore, the standard grading system should be replaced. Some reasons why grades should be replaced are bad grades can hinder a child’s performance, grades define who a student is in the classroom, and grades are not an effective way to see if students have learned the material.
A teacher would find his paper awkward as a result of his unsure voice. This is only more frustrating for the student, who believed that his paper was what the teacher wanted. Furthermore, the student is questioning his own ability to produce an essay that expresses his own beliefs rather than those of his teacher. The opposite type of student can pose an equally destructi... ... middle of paper ... ...g. By doing this both students are learning: one is coming to an even greater understanding of the principle which he is trying to explain, and the other is learning a technique he has never encountered before. The relationship between teachers and students is one that can not be solved easily.
Many teachers fear that they are sending the students into secondary education unprepared. If these tests are meant to help students with their future, but fail so miserably at doing so then why have them at all? This is the growing question in the students, teachers and parents mind. If these are meant to help why haven’t the students seen results? Not only do students focus on a single test, but are the teachers and stress causing the students to feel stressed?
While taking the test, students realize they have not learned some of the material. This is due to poor planning on the states part because, the test is made to test above students’ grade levels. Before, when teachers were making their own teaching plans, they could tell how the test would be from past years and plan accordingly. Poor planning does not only affect the students but the teachers because teachers have to follow a curriculum blindly, they cannot teach their students how to anticipate an unexpected question. The best answer they can give is to try their best and pick the answer that makes the most sense.
MISTAKEN BEHAVIOR Mistaken behavior is the concept that is used by professional teachers, who focus totally on guiding the child to resolve the problem, and to learn from it, instead of criticizing and labeling the child’s behavior. Perhaps this task is so difficult to realize by teachers because children make mistakes, like most of us when learning new skills of any kind. However, in order to correct the problem, they need an adult to help them to solve the problem; for example, by using the steps of the five-fingers formula for conflict resolution, which are: 1) Cool down (thumb): The teacher intervenes and uses calming techniques to lower their emotions during the conflict. 2) Discuss and agree what the problem is (pointer): The teacher talks with the children about what happened. 3) Brainstorm solutions (Middle finger): The teacher ask the children what we can
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.
The teachers also feel disadvantaged while fulfilling their roles as teachers because the students often bring rude and careless attitudes to class. Teachers often wish to change the curriculums that are set for students in order to create a more effective lesson plan, but they are restricted by strict regulations and consequences that bind them to their compulsory teachings (148-149). An active illustration of John Gatto’s perspective on our educational system can be found in Mike Rose’s essay “I Just Wanna Be Average” (157). Throughout this piece of literature the author Mike Rose describes the kind of education he received while undergoing teachings in the vocational track. During Mike’s vocational experiences he was taught by teachers that were inexperienced and poorly trained in the subjects they taught.
This disappointment may be due to a failure in the focus of teacher training, which for years has pointed to the techniques and the advantages in using new technologies but not to classroom strategies, "where teachers are struggling is at the application level: how to integrate it into the classroom" (Leonard, J in Cwiklick, R: 1997) Though, as Levy says, it would be irresponsible to go after each technological discovery, teachers must try and understand what is happening despite the pace of change, and think of positive and productive techniques for managing innovation. Ahmad (1985) also affirms that teachers do not want to become computer scientists. Rather they wan... ... middle of paper ... ...Nov. 17), (1) ,8 Gordin D. et al (1998) Using the World Wide Web to Build Learning Communities in K-12 - Northwestern University. Available HTTP: http://www.ascusc.org [1998, July 30] Healey, D. (No date) English Language Institute. Electronic Tips of the Month.
The children see failure as not being as smart as everyone tells them they are or simply stating the wrong answer to a question the teacher asks (Lahey). From creating this fear of failing comes the hatred of learning. Kids are beginning to learn that “mistakes are something to avoid” and as a result you have students who “are afraid to take risks, to be creative, [and] to be wrong” because they associate being wrong as being a failure (Tugend). Kids understand that mistakes will happen, and from these mistakes you should learn, but are being taught to try to avoid mistakes because it is too big of a risk for their grades and also other students and parent’s views of them. For example, in high-school students have the choice to take general, honors, or advanced placement classes.