Mohanad R. Mohsen WG4a Alisha 8/14/ 2013 E1D1 Cash for good grades Motivation is the power that pushing us to do things we have to do, things that we know very well they required to achieve our goals. And only students who stay motivated about their study make success. But the secret here is find the good reasons behind this motivation, and the paying for the students for good grades seem like sending the wrong messages to make them doing well for the wrong reasons and this causes future negative effects. Responsibility doesn’t always come with rewards like people don’t get money for keep their houses clean or for eating healthy meals. If we paid for students when they get good grads may be this habit will stick with them for life.
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.
Spencer Kagan, Patricia Kyle, and Sally Scott provide that disruptions and misbehaviors can be prevented by, “An interesting, stimulating teacher who adapts the curriculum to student interests and needs” (Charles, 2008, p. 155). Engaging lessons are extremely important in an overpopulated classroom because of the larger number of students and the resulting larger potential for misbehavior. Another reason engaging lessons are important is because it is a preemptive strike against some students lack of motivation. Unmotivated students influence the teaching environment negatively for the obvious reason that they are not giving their best effort. With an unmotivated student the material is unlikely to be learned or retained and
Why should students feel they need to put forth the extra effort, if they can give a mediocre performance and succeed anyway? Knowing that students will receive the same grade regardless of the effort they put in, steals all the sense of accomplishment from studying, working hard, and receiving the high mark they know they deserve. The other major problem with grades being given away is it is becoming extremely difficult to discern the competent students for the incompetent ones. This means that employers can no longer look solely at students’ grades to judge their academic prowess. Employers not trusting students’ grades will only make the already competitive job market that much harder for recently graduated students to enter.
There are pros and cons to states that decided to experiment raising the age. Every individual has the right to make their own choices. It shouldn't be the governments decision to decide if a child is to drop out or not. Raising the drop out age has had equally bad results as to good results. Students might want to drop out because they are struggling in school, getting bullied, have a health issue, have personal family problems, or just have a planned out future that doesn't require a high school diploma.
In order to be able to get the grades the students want, they have to work for it. Once students get rewarded for their grades, they have a greater chance of not staying after school, and a greater chance of being caught up with everything else. Students will work harder, learn more, and will be more organized with homework. The last reason why, is that students would get higher test scores and better grades. When students test scores and grades improve, they would feel proud of themselves.
Going out, traveling, shopping a lot, having fun – this is all just a part of what they could expect since there will be nothing obligating them to study or work throughout the year. Furthermore, if someone is eager to learn, taking a year off can be demotivating or perceived as a loss of time – precious time that could have been spent studying for the subjects they're interested in. Also, if they don't pass their exams quite in time, they will be studying even longer and may find themselves wanting to start a family soon, but have no steady income to do it with. Talking about wasted time, huh? One more reason against it is that certain individuals tend to perceive taking a year off as pure - laziness.
Students have different types of pressure when it comes to college. Students can succeed or fail on the way they handle pressure. Some take pressure as a motive to get better grades and think of it as a goal and others are never going to overcome the barriers and fail. Pressure can come from family, friends, and work. Family pressure can come from parents.
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.
Self-serving attributions are explanations of one’s successes by internal factors, and attributions of one’s failures to external factors. This procedure is common in everyday life and could be a hindrance to one’s ability to reach their full potential. My personal example is related to school, an area where internal motivation leads to success, but blaming failures on others is a much easier way out. In one of my classes the requirement is to present on two topics to our class. The professor and the TA mark our presentations during both the actual presentation and the question and answer period.