Everything academic revolves around the year-end state testing to the point that other subjects are usually neglected. Reading, math and writing are the main thrusts of schools, and are obviously important. However, critics state that children are not receiving well-rounded educations because of the emphasis on these subjects
In Diane Ravitch’s “Stop the Madness” she questions the accountability of teachers and the school system through the NCLB policy for what students actually know. Ravitch was once in favor of NCLB, being a former Assistant Secretary of Education, until she realized that through this program, teachers and students were losing thevalue of education. Ravitch shifts from telling about the problem to a potential solution using rhetorical questions, organization, and anaphora, to analyze how rest scores are being used don't define what students actually know nor do they determine the effectiveness of teachers and schools. The first strategy that Ravitch uses to convey meaning are rhetorical questions. In the 16th paragraph, starting with the fourth sentence, she asks multiple questions in a row.
Nathan Nguyen Professor Mary Composition I 14 September 2012 In the article “The Case Against Grades,” Alfie Kohn argues that grades make students afraid of explore new things; tests and quizzes are not the ways to measure knowledge .“Assessment-based grading” creates an allusion on how well are students doing in a numerical way. The effects of grading can come in numerous ways. Kohn indicates three crucial conclusions of grading: decrease in self-motivation, diminish in taking scholarly risk and “reduce in quality of students’ thinking”. Don’t on the students, they’re only listening to the message; they’re rational. For many years, adults have send them the message success is more important than learning.
There are seven obstacles that hinder goal achievement. First, an unclear goal can prevent someone from achieving results. If the subordinates don’t understand what is expected, they cannot attain satisfactory results (Martin, 2009). For example, a teacher who tells her students to complete an essay assignment, but doesn’t state that the assignments goal is paragraph structure; won’t receive many submissions with proper paragraph development. Second, unclear directions can also stunt a projects turnout (Northouse, 2012).
The major Board/Community debate was over how to address the disciplinary issues. While the Board looked to find innovative ways to address disciplinary concerns, many parents suggested that the district simply enforce the rules that were already on the books and tighten up in administering consequences. During my time in SLPS, the district did not have a detention or in school suspension plan, leaving schools with just suspensions and expulsions to use as consequences. But being an unaccredited district, school leaders and the Board realized that students had to be in the building to get as much instructional time as possible. Also, students themselves knew that during the standardized MAP tests, it was highly unlikely that they would be suspended or expelled for any infraction.
Courtney Rosenthal Mrs. Crowe AP Lang- Period 3 25 March 2014 American Ignorance American high schools have changed for the worst since the evolution of the education system; initially, it was about actually receiving an education and gaining knowledge. But in today’s society, American high schools have developed into a flawed system that has adverse effects on its students. There are flaws in the inadequate system such as heavy testing and the teaching of irrelevant information. In order to mend these issues the education system needs to be reshaped and refocused to create a more constructive system. Throughout my personal career in high school, as a current eleventh grader in the public school system, I’ve found the testing
How do states meet the needs of ELL without breaking state laws? The controversy over educating ELL students is complex. In Massachusetts, a “state law bans teaching children in their own language” (Tachibana, 2007). This law made it difficult for states to meet the needs of their ELL students, who found themselves facing immersion earlier than school officials anticipated. In order to help these students succeed, states offered teachers a lot of professional development, enrolling the aide of “teachers who had led ELL professional development in the past” (Tachibana, 2007).
Due to this significant drop in learning, students are often at different intellectual levels and teachers have to be creative in coming up with solutions to combat this. Teachers use multiple methods such as one-on-one teaching, peer tutoring, and starting the learning material quicker in the beginning of the school year (Von Lunen, 2011). Yet according to the article, the surest way to keep students’ skills sharp is to keep them in school as much as possible (Von Lunen, 2011). Many schools are looking into schedules that model year-round schooling. Information of Interest Through my years of schooling, I have always noticed how difficult it was to retain information from one year to the next.
Knowing that students are a greater risk of dropping out when they perform poorly in school, yet increased rigor in the classroom as a strategy to decrease the dropout rate, as identified in the No Child Left Behind Act has created a “Catch-22” situation for educators (Bridgeland J. D., 2009). However, the number one reason given by the National Center for School Engagement as to why students drop out is not standard based system or high academic rigor but boredom and a lack of connection to real life (Diplomas Count: Ready for What? Preparing Students for for College, Careers and Life after High School, 2007). Personal experience shows these all to be true. An all too
Sanford and Evertson (1981) have similarly argued that classroom management is a major difficulty for “teachers and administrators in junior high schools” (p. 34). Offering a more positive learning environment in the classroom is not simple and research studies do not fail to reveal that the fundamental component in succeeding in managing it is in the teacher's capacities to oversee and direct the class.