The ideal was to establish a set of basic academic standards that all students should achieve, hold the schools accountable for meeting these standards for all students, ←and→ then give educators the choice of how to meet the standards. The way NCLB is currently being administered must be fixed, otherwise we will have both new ←and→ seasoned talented teachers leaving the profession in droves. Although reading ←and→ math tests would remain in the administration's proposal, schools could also include student performance in other subjects as part of overall measurements of progress. Critics say that the current education law has narrowed the curriculum for students:→ Many teachers zero in on math ←and→ reading at the expense of other subjects to help students prepare for the required tests. (Douglas) Students need a well-rounded education," the blueprint declares, and it cites disciplines including history, civics, foreign languages, and the arts.
Children can also easily relate to each other at Battle School. As children of similar experiences and way of thinking, they are more likely to understand each other. This will allow them to develop strong bonds of teamwork, which is of upmost importance when trying to strategize on the battlefield. Some people argue that Battle School should be discontinued because of the excessive use of bullying at the school, which can cause fatal injuries and in extreme cases, death, for many children. Bullying, however, is an important factor that forces many children to exceed their expectations because they “[have] no choice but to persevere and to succeed” (“Love Letter To My Bully”).
When students are required to learn a long list of facts, they lose the freedom to choose what, or how, they will learn. When presented with high content standards, students’ differences in ability, learning styles and interests are often marginalized. As Alfie Kohn states, “The current approach taken by the proponents of Tougher Standards is incompatible with personalized learning and with the interests of kids at the margins, and, ultimately, I think it is incompatible with excellence.” (Kohn, 1999) A typical content standard begins, “All students will be able to . . .” so, even before you look at the expectations, you see that the standards are uniform.
Some students who are labelled as not being intelligent will work really hard to ensure that they move up or achieve more than was expected of them. Labelling also creates competition, this works with setting and streaming as students constantly try to get into the next set up or maintain their place in their set as it is ‘not safe’. Finally, sociologists may disagree as they would say that there are many factors as to why a student may underachieve. They would say that there are other things that are more important including the home background of the child. If the child’s parents are not educated then it can be said that they may not understand the school system and may not support the school.
There is a drive to achieve greatness within us all yet we cannot all have our dreams come true. With every individual born into the world yearning to Mandella 5 comprise a life of wealth, power, status, the competition will only get increasingly fierce. It will be much more difficult for ones goals to become reality because of the reality of some goals that have already taken place. Our own ambition to do well has created obstacles that future generations will maneuver through to succeed which will in turn further the complexity of the situation for their m fspring-catch
Unfortunately, the FCAT does not evaluate student’s performance correctly due to students that fall under pressure. The pressure that student’s feel and encounter is also known as test anxiety. According to Channel 7 reporter Erica Rakow’s in the article “FCAT Stresses Students Out, she claims” The responsibility of passing both reading and math portion of the FCAT in 10 grade adds a stressful ambiance to students who really do not want to retake it as a junior (par.2). Rakow also points out “That responsibility includes promotions to the next grade, and future funding for their school. Some students get so worked up about the test they can’t even get through it (par.3).
Making it on your own At times people tend to work well while they are under pressure. To others they simply must be under pressure to get work done and give their full effort. In her article In Praise of the F Word, Mary Sherry argues “Flunking as a regular policy has just as much merit today as it did two generations ago. We must review the threat of flunking and see it as it really is- a positive teaching too.” By making it clear to students that flunking can definitely be a result of them not putting in the time and effort in assuring they pass their class will make them more determined to learn and earn their good grades, it will also help stop those students who choose not to even try in their classes. Also by making students fear failure it will not only motivate them
Per se, distinctive trainer or mentor need to routine above training to boost prowess of theory imparted. Above training entails the mentor to consciously apply customized training by according the indigent pupil more consideration than the regular pupils. Further regularly, these pupils plunge amid third and quarter rating by the stint they complete high school (Balla &
There is too much pressure on children from such a young age, not long after they start walking and talking, to become overachievers. She writes of people who set challenging goals of attending college with unreasonable, and often unreachable, expectations. There are too many forces at work showing them how easy it is to fail. She points out that although the average life span is longer than ever, the pace is exhausting and children are pushed to do more, and do it faster and better than everyone else. She also implies that children are made to feel that they must not disappoint those who hold such high expectations and have provided them with all of the opportunities to become successful.
In the article Stop the Madness, written by Diane Ravitch, she elaborates on the issue of exceptionally high test taking. Teachers teach towards their test and as a result, are lazy. These faculty members, especially the teachers, worry more about the final test scores their students receive than if their students are grasping and fully understanding the educational topics. This is because the test grades that the students earn is how teachers are judged and ranked in the system. Therefore, in order to achieve these ideal scores, they are using the same tests and classwork every year.