There are a number of rituals and routines outlined in the “Rules, Rituals, and Routines” section of the text. The main ritual/routine discussed is the distribution of textbooks, one that can make or break the atmosphere in the classroom. In the example provided, the teacher was not very organized in the distribution of the books, thus holding up the flow, and eventual lack of completion, of the lesson he had planned. Simple things like that executed properly can make for a much better learning environment; had the books been handed out in a timely and orderly fashion, the students would have been able to start the lesson faster and likely would have been able to finish the lesson, as there would have been more time for the teacher to cut down on distractions earlier on (talking, etc.).
Class time is greatly related to student achievement if the class time is regulated properly. The quote from page 117 cites research that states when “more time
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First, it reduces patterns of discrimination and gives relative equal opportunity to students regardless of race, socioeconomic standing, etc. and creating a different classroom environment. This, in my humble opinion, makes peers be able to be more cohesive and work together both in and out of the classroom regardless of any preconceived prejudicial thoughts or actions. Second, the concept of “ability grouping”, from my understanding, is similar to what I experienced in my time as a student in middle and high school; the practice of placing students on certain levels based on ability in a particular subject. Personally, math was not a strong suit, however English and reading comprehension was, thus the staggering of placement in those particular areas. One area of an individual’s intelligence should not automatically place them in a low-level track for all subjects, and it seems as though that train of thought (pun intended) is gaining momentum as it rightfully
Day after day, late students are punished or end up in detention due to short passing periods. Having short passing periods can make a student’s grade go down or worse when students are late to class. This can be prevented by extending passing periods to 10 minutes. Although the staff at H.P.M.S may disapprove, but in the long run, they will see the effects of having longer passing periods has on students. Because of the short time of passing periods, students at Happy Place Middle School are petitioning to extend their passing period time to 10 minutes. In short, some of the positive effects are that students can get to class on time, and gives students and teachers time to prepare.
Using time wisely is very important because the assignment and the teachers and your grades.Sometimes kids would want to horse play and they will never work on there stuff which makes them have a low grade and that causes them to fail that class. There are classes that have shortage of time or the teachers take to long on the same topic and never get to the project. At times there is a few people that have an attitude and that makes the class hold back because of the teacher has to talk to him or her.
I mentioned earlier that within my own school, we have a problem with segregation between students that take different classes. While not an official program, my school system does have a practice of tracking students together based on achievement levels. Starting in elementary school students tend to grouped based on their academic ability. Often times you will see students of color and students from low-income families in what are often called the “bottom” classes. The students many times are then stuck in the classes that do not have the same high expectations as the one or two classes of our “top” students. Those “top” classes are often times over represented by the white students as well as students from more affluent families. Going back to Orfield, et al (2010), one way to keep this from happening is by “detracking” students (p 25). Oftentimes students are labeled at a young age and sent on track that will carry on all the way through graduation. Minority students, ELL students and students from low income families generally do not test well at young ages and then are put on track of education that has lower expectations than their peers that are from affluent white families. According to Orfield, et al (2010), schools that use detracking strategies for their students often see increased
...ing periods for each lesson within a unit will consume too much time. The time factor needs to be analyzed further.
The point is this: adding this requirement to the already packed schedules of modern-day students would be remarkably detrimental to the lives of the students. While there would be some students who would thrive under that kind of pressure, the majority would not do so. The majority would see this requirement as just another annoyance, while the lack of time caused by it eats away the their personal development.
“So, is homework related to high academic success?” “At a national level, the answer is clearly no. Worldwide, homework is not associated with high national levels of academic achievement” (Homework 2). Kids do not get enough sleep because school starts too early and schools should start later for health benefits. Additionally, Teachers give too much homework which might cause kids to stay up late and not get enough sleep and cause health issues. If schools start late there’s less time for after school activities. Even though homework is to help learn and schools start early and end at a good time, schools should start later because kids do not get enough sleep and teachers give too much homework.
Brint, S., & Cantwell, A. M. (2010). Undergraduate time use and academic outcomes: Results from the university of California undergraduate experience survey 2006. Teachers College Record, 112(9), 2441-2470.
It also presents a challenge for the teacher to be able to adequately reach and challenge all levels. Having higher students helping lower students is always an option, but should not be used exclusively. The gifted students need to be challenged with independent projects and group projects with students that have similar strengths. Likewise, the students that are lower need to have more teacher directed time as well as similar peer groups to discuss and develop ideas with. Those students who are in the middle or average range can be grouped in either direction depending on their strengths and personalities. Some students have a stronger math sense and are up to being challenged at the gifted level, and some may struggle more and would benefit from a more structured reteach. Ultimately, the teacher should have options for all levels and have activities available for differentiated groups. The groups may change from day to day, concept to concept and subject to subject. One specific example I would use in my classroom is with math problem solving. For those students who fully get the concept and excel, I would have them create their own word problems and exchange them to solve. The group that was on target but not specifically excelling would have hands on practice to do independently or with a partner. Then group that is struggling would be working with me highlighting key words, and using manipulatives as necessary. Then groups would be fluid so students could move “up” or “down” as they improved or
...bigger problem is that some kids would forget to or just not do their homework on the first day. This would leave them to do two days worth of homework on the second day. Mattering on the time frame the students set for doing homework, 120 minute periods can help or harm their grades.
...nly achieving up to the teacher’s expectations. If students are placed in a grouping where learning is done at a slower pace and concepts are understood in a longer period of time, then some students may work to that level even though they are capable of achieving more. There is the possibility of pigeon-holding students into how “smart” or “intelligent” they are and some may only work to the level they are grouped in. Even if they did not do so consciously, teachers may treat students in the different groups as superior of inferior based on their groupings, leading to the perception by the students that they are not talented enough to do as well as their peers in other groups. If your school is considering the possibility of using ability grouping as an educational tool, help them to consider the above advantages and disadvantages before making any policy decisions.
First of all, when you track students by ability level you are just adding another way of racially segregating everyone into different groups. In the article “Students shouldn't be separated by ability, says new study” Christy Lleras, a professor of human and community development says "The costs are larger than the benefits because not only do the lower-grouped students not learn as much, there
“Power is exercised only over free subjects, and only insofar as they are free. By this we mean individual or collective subjects who are faced with a field of possibilities in which several ways of behaving, several reactions and diverse compartments may be realized.” (Foucault)
This policy can also prevent weaker students to have low expectations or perceptions on themselves. If they are grouped based on their abilities, it may convince someone who is in a class based on "lower ability" that he/she is dumb or limited and should not expect to achieve as much in life as the "higher ability" students. We all know that low expectations of oneself usually result in a low level of accomplishment. Therefore, the current policy can avoid stereotyping any kinds of students.
The first part of the research focuses on the difference between perceived study time and actual study time as well as how this affects students’ progress. A few interesting hypotheses were brought up in the research. Basically, they state that students overestimate time needed to complete arbitrary academic tasks and that students, who practice time management, have more resistance against stressful situations as well as complete their tasks faster. Unfortunately, the actual experiment has shown that the hypotheses were not close enough
Another important difference in students time management that is mainly affected by the learners motivation in school and at university. The motivation of school students is comes from parents and teachers, who reward or punish students for keeping up their studies. Students are unexpected to plan or do anything besides follow the timetable and study schedule from teachers. When a student moves on to undertake university study at undergraduate level, there is demanded to be more self-motivated and independent learning. Such as plan a learning programme that takes into consideration time available for study. As Marshall and Rowland (1993, 41) shown that, ¡¥if students are studying at a distance in tertiary education are needed to be particularly careful in setting priorities and balance a certain time between work and study, family and social life.