That is why; students should be allowed to grade their teacher. Opponents of students’ grading their teacher claim that this would indirectly give the students authority over teachers. They say that students are young, shallow, and immature. They would intentionally fail teachers who do not give them a below average amount of work or teachers who do not give them high grades. According to them, teachers will not focus on teaching the students.
I am writing my essay on the idea of having a 12 month school year. I do not believe we should have a 12 month school year. This is because it is not good for the students, not good for the teachers, and not good for the school either. I feel that a 12 month school year is not good for the students. For instance, if students had to do school work all year they will not work as well as they would in a normal school year.
Positivists believe that questionnaires are very reliable and that is the main positive goal. However, interpretivists reject the view of questionnaires as they claim it isn’t valid as the respondent on has ‘yes and no’ answer questions and they don’t go into depth with the answer. In Item B it says that ‘parents are accustomed to supplying information to the school’ therefore questionnaires would be the best way to conduct this as they can be given out on a regular basis and don’t need a formal meeting making the parents feel intimidated and not giving completely true answers. Because questionnaires collect information from a large number of people, the results stand a better chance of being truly representative. However, some parents might feel that the questions being asked are too personal and might feel like they are being judged by the school, but although questionnaires may ask personal or sensitive questions; parents are generally under no obligation to answer them.
The other Rose student did not achieve superior grades on the standardize tests. These tests were designed to show where each student stood academically resulting in proper placement during their academic career. The first of two placement options consisted of a vocational track which meant you would not attend college following your high school education. This required more hands on training rather than book work. The educational track is the second placement option.
I'd rather get a failing grade that I earned, than a “no-zero” because of a policy. The policy basically is telling students that if they don't hand in assignments or do poorly on a test they won't get a zero, which isn't right. If schools are being too lenient on students it won't teach them how to work hard and discipline that they'll need in the future. I agree that school should “suck” because it'll be beneficial in the end to students and will help them become a well rounded individual. We all complain about how much school sucks, but there are so many kids in the world who would do anything for an
Eventually, the biggest problem will be to find a balance between making the much-needed progress and to try not to overwhelm everyone else involved such as teachers, parents and especially the students. There is much debate in the United States over the implementation of no child left behind, as well as its goals and methods. Teachers, administrators, parents and concerned citizens nationwide have a wide range of strong opinions about the effectiveness of this law. Many believe that no child left behind is a constructive law that will help to develop equal education for all students (NYSUT, 10S). Others completely disagree with no child left behind, feeling that such a strong focus on standardized testing is not effectively assessing what students can actually do.
I honestly think if a person has other plans then go for it. A lot of people think that if someone does not have extended education they will not be successful. That is partially true for a great amount of people, but others have done well with just a high school diploma. Many kids get burned out after high school, and may feel that was enough education for them. College is not for everyone, it is primarily for people who are willing to go that extra mile studying and getting the help they need to make sure they get high grades.
Many different people, for and against the zero tolerance policies, have very interesting views with there only being two punishment options. Some people are for the zero tolerance policies but against suspension and expulsion as the only punishment. They fear the full purpose of the policies is not being instated effectively. They also believed that only expelling or suspending a student based solely on what they have done without looking at their history or their age, is not treating the students fairly. Also, it is looked upon as contributing to the increase number of dropouts in schools.
“People who did well in high school have trouble transitioning sometimes. They work hard and they still feel stupid,” said Alex Corhan, a sophomore journalism major at Boston University. There is no formal grading policy at Boston University but the university does give several guidelines for professors to follow. “Don’t be a grade-inflater! Grades should reflect the distribution of effort and success in the class … If your distribution of grades is skewed toward the high end, it might imply that either an 'A' does not require a high level of achievement in the course or
I feel like the performance on one test should not dictate whether you do or do not advance a grade. The act also places too much stress on the teachers. If their students do not meet the standard set forth, they risk losing their career. The job of a teacher is to teach and help students learn, not pass a test. Eliminating