Many people argue that development is vital in the younger years in the child’s life, and the ability to solve problems and apply ideas help in the long-term. Hyman argues that the lower classes create a self imposed barrier to learning their values. This is because he believes that they have a low value on education, with a ‘play safe’ culture and also a low level of self belief. This would all impact on the child performance at school as they would not have the attitude needed to progress. If at any point they failed, they would see this as a big mistake and give up and have a lack of motivation.
Nothing is more academically degrading than social promotion. According to the experts quoted in the prompt, the advancement of intellectually inadequate students has become a general custom for the greater good of the child’s self-esteem. Social promotion is unethical and should be applied appropriately. This kind of social promotion has caused many students to struggle with the enhanced work that they are given. Their inability to comprehend can possibly lead to stress and frustration thus developing behavioural issues.
Although it wouldn’t be helpful to the school as they wouldn’t be able to see from that data who the truant students are. Another limitation is that you are dealing with a vulnerable group, therefor consent will have to be received from either the administration or from the school office. This would limit the amount of subjects you can study, and the quantity of data collected. So reliability would ultimately be affected. Furthermore, students have classes to take part it, so it would affect the participants in that they are spending time answering a questionnaire a posed to actually doing classwork.
How can you provide evidence for creativity? It’s a very subjective view. These rubrics restrict creativity more often than promote it. Another problem with the traditional grading scale are kids who are poor test takers and over analyze and agonize over which choice is right.Grading has become more of a competition between students,then an actual motivator in the learning experience. A child can put so much effort into studying for a test and then end up getting a terrible grade.
Abstract This research paper recognizes Cogitative Behavioral Therapy as one of the major schools of psychological therapy. According to Dr Greg Mulhauser (2011), CBT assist clients experiencing psychological distress to uncover and modify perceptions leading to various distress disorders. CBT brings awareness to surface allowing clients to link various events causing their life’s downward spiral. While treatment surfaces awareness aids in the process of preventing relapses clients not interested in receiving court-ordered treatment, CBT and Reality Therapy provides them with tools to make valid decisions. Treatments utilized by counseling professionals such as CBT allows clients to be aware of various events causing their life’s spiral; uninterested clients with court-ordered treatment must make a valid decision for their success while rationalizing personal biases of treatment.
Memo Date: August 25, 2013 To: Jamie Granger From: Olivia Okuma Subject: Executive Summary of the Article “Teaching Smart People How to Learn” The Learning Dilemma The following paper is an Executive Summary of the article “Teaching Smart People How to Learn”, by Chris Argyris. The article examines how professionals lack the ability to learn. The issue is more prevalent in successful professionals because they do not know how to deal with failure appropriately, due to limited or no coping skills. When placed in difficult situations, professionals become defensive, therefore blocking the process of learning. Professionals can be taught how to learn, but in order for this change to be successful it needs to start with upper management.
“ For the important purpose of placement, if one can establish in the student that belief that one is testing not to grade and make invidious comparisons, but for his own advantage, the student should normally seek his own level, where he is challenged and yet capable, rather than trying to get by” (Goodman 21). In this aspect Goodman considers grading a bad tool of assessment since it prevents meaningful teaching as well as genuine learning. However, Goodman’s proposal to abolish grades is unrealistic since grades motivate and encourage students to study harder; grades inform both the teacher and the students about what has or has not been learned, and also grades are used by future employers as a measure of a person’s ability to work hard, to withstand pressure and stress. In today’s highly competitive world, having good grades is a valuable asset. Knowing that at the end of a course, if you apply yourself, you get an A that will get you closer to your next step in your career is a motivating force that carries you through college.
The cognitive approach focuses on the importance of internal processes of the mind – such as thinking. They see our behaviour is a mixture of learning (conditioning) and thoughts. When we have psychological distress, it comes from errors in thinking, such as irrational thoughts or mustabatory thinking, e.g. “I must be the best at everything or I am useless”. The aim of RET is to restructure these irrational thoughts into positive and rational ones to make the person feel better about themselves.
Their classmates may not find it okay for them to get good grades while they do nothing, while the classmates study hard and long to get the grades that they do. It can also lead the professor to think that the class is too easy. They may feel the need to increase the level of difficulty. Those in the class may not think that is fair either. If a professor finds that a person is cheating, they have to report them to the main office of the college, this can lead to difficulties for a student.
One of the ways which learners can feel comfortable is when they know what behaviour is expected from them and what behaviour can be expected from the programme leader. Setting Ground Rules From The Beginning When ground rules are not established from the beginning of the programme of learning, the course leader runs the risk of not creating the right learning environment. Therefore it can result in fewer / lower academic achievements due to some course participants feeling uncomfortable with the poor behaviour of others. Examples of poor behaviour may include offending others, disruptive behaviour, bullying and harassment and showing no regard to equality legislation. Ground rules must be set right at the beginning of the course to reduce the likelihood of any of the problems above.