They won’t help people who need them if these people don’t have money. This money will effects on education budget while this money should be spent on things that can help the student achievements like teachers training and modern labs facilities. Teacher training about modern teaching techniques is very important. Many researches which made on young students shows that
Continuing Academic Success What is academic success? Academic success is the simple process of completing your studies to the best of your abilities to learn as much as possible. Throughout a person’s time in school, they’re faced with many challenges that can impede their success in school, whether it is the pressure to cheat, a distracting relationship, a over demanding job, or a misunderstanding family. It is a student’s responsibility to face them ethically and efficiently. Ethical beliefs vary from person to person; however for the most part, there are ethical standards that everyone knows and for the most part understands.
Students won’t have to go their parents to ask for money when there are fundraisers at school or any trips. Since the students have money they will learn to spend money wisely. They won’t spend money on things they If students start to get paid at school they will experience having a job. They will learn that if they do well they will get paid more which is what happens at a job. When you do a good job at work your boss pays your more.
This makes students to grow up healthy, caring and responsible. But some educators and students argue that students should not be “forced” to do community service. We will discuss how the students and community could be benefited from students’ engagement. First of all, the debates continue over whether students should be “forced” to volunteer. Some students think the community service should be for students who want to help and do some good for the community.
• How might factors such as diversity, attitude, learning, and work styles affect collaboration? I think that diversity does not really affect collaboration unless people are just immature. Just because someone is different then you should not affect what work does and does not get done. On the other hand I do think that attitude, learning, and work styles could affect collaboration because if anyone has a bad attitude in the group they will most likely not listen to anyone’s ideas and be negative all day. I also think that a person learning ties into their work styles because someone can be taught a different way and that is the way that they work and one person might be upset about that.
| Slower return on innovated ideas to help production. Since there is no information interchanged. | Accommodating | Supporting someone else’s views may in the long run influence your own. As well as show team comradely. | Putting your views in the back seat to other may not sound as easy as it sounds.
Also, that even though | |preparation and planning are key in delivering a well structured and interesting lesson, efforts in this area are wasted if I am | |unable to connect with my students. I should be careful about how and when to use discipline, it is required so that students feel | |secure as well as to help keep them on track; though I must be sure that it does not become overwhelming and prevent students | |feeling that they are unable to speak out and, therefore, lose the interaction aspect that is so important to a good lesson. | |It also made me realise that even positive traits, such as enthusiasm, will not sustain a long term learning plan if it is not | |supported by other aspects including knowledge, planning, communication and the ability the take criticism and use it to improve | |every aspect of my interaction with the students. I can know see that first impressions are even more important for students than | |trainers and, even though I have always made an effort to meet and greet students as they arrive, I feel that I perhaps I try to be | |too friendly straight off and should place some more emphasis on
The results of these assessments are used to plan the support needed for individuals. This is essential for you as a tutor as you can plan future learning and assessment, and make sure you are not disadvantaging learners by placing them on courses that they are not able to achieve. Computerised Initial Assessments can provide mixed results, although it is explained that it is not a test, some students are obviously intimidated and find the whole process quite daunting. I have noticed this particularly in more mature learners as it is often assumed that people are now IT literate, and this might not be the case. Some student’s do not taking the process seriously, this is usually when they are with their peers and unfortunately this can skew the results.
Some examples are turning homework assignments in at the last minute, running late for class, and cramming for a test. As noted by Sullivan (2011), “Personal change also requires the right timing. Just because you do not understand another perspective or have not developed a particular skill, practice, or ability does not mean you never will (,p.27).” When an individual takes personal responsibility for their actions, it can help clarify which life goals are most important, and the means to achieve college success by understanding that our values support how we go about. Making decisions. Taking Responsibility for Your Own Actions To me, taking responsibility for your own action is similar to the phrase “you got to crawl before you can walk”.
When students have questions they should not be afraid to ask the teacher. For instance, some students might think or worry that their questions may sound somewhat silly, and their class will make fun of them. But this only shows that they have a desire to learn, knowledge is acquired by curiosity and it is more important to know than what others may think. Moreover, students should avoid procrastination by completing their homework and projects on time. They have to be proactive and take the initiative to cultivate these skills that will prove to be immensely rewarding later in life.