Harper, S. R., Carini, R. M., Bridges, B. K., and Hayek, J. C. “Gender Differences in Student Engagement Among African American Undergraduates at Historically Black Colleges and Universities.” Journal of College Student Development, 2004, 45(3), 271–284. Harper, S. R., and Wolley, M. A. “Becoming an ‘Involving College’ for African American Men: Strategies for Increasing African American Male Participation in Campus Activities.” Association of College Unions International Bulletin, 2002, 70(3), 16–24. Kuh, G. D. “The Other Curriculum: Out-of-Class Experiences Associated with Student Learning and Personal Development.” Journal of Higher Education, 1995, 66(2), 123–155. Light, R. J.
Flunking students can be used as a positive tool by our education system. The consequence of flunking and holding students back alone can be used to motivate and encourage students to put full effort into class work. Most students fear flunking only because they’re afraid of what friends, peers and society will say or think about them; this is all wrong, the real fear should be failing and not being
It is to be hoped that now, the issue with bullying can be related to the increase of school safety. There has to be something done in account for the students who get hurt from other children who have anger issue and erupt sporadically. Raising eyebrows from various school board officials and parents, the concern to ensure safety in schools has forced teachers and principals to be the band-aid from any harm that may bruise its reputation. As much media as incidents over disputes in school get broadcasted, there is not enough attention on the ways these things are being put to a halt by the city’s government officials. Organizations, social media movements and strikes have elevated because of the concern t protect the futures of tomorrow.
The difference between the feeling of the schools in the movie and book are significant. The surrounding of the school in the movie and the novel seemed not quite the same. One school came off as a very serious, dedicated school with an advanced curriculum that worked hard to prepare its students for college. The other, was perceived as a place where parents sent their sons to get an education while being secluded from the distractions of the outside world. Both the movie and novel still portrayed the typical all-boys prep school, but in different ways.
In my opinion John Singleton looks at this from different sides of black. By what I mean is that he looks at it from the educated (professor Phipps), non educated (Malik), militant (Fudge), and somewhat tolerant (Deja) view. Malik thinks he is going to get a full ride because he is a black athlete. Back then that is exactly what happens. Before the NBA players had to wear suits before a game and the NBA enforced the rule that you had to do a year in college before you got drafted, the athletes of high school and college were getting a free ride.
Most students try to avoid being lectured or get in trouble for something they can avoid. This is definitely extrinsic motivation that in turn create intrinsic motivation. Also, being able to see others students succeed around them can also motivate. If I don't care about my homework but I see that my friends do, I might be more likely to start caring about it
Though being serious topic you wouldn’t think that satire would create a standing argument but Fridman proves us wrong by making his point and opinion pop right out of the passage. This helps support the writing by attracting more readers though his unrealistic writing for the subject. Fridman connects to his readers through pathos, as many can relate this passage to their unpopular but successful experience in high school or even middle school. This association between the readers and the writing generates more feedback and interest of his work. As he says, “it is a high time to face the persecutors who haunt the bright kid with thick glasses from kindergarten to the grave.” The bullying, the teasing, and the harassing for their abilities and their “disgusting taste” must be stopped, as stated in his writing.
At the elementary level, we are shaping how students feel about themselves which can affect them the rest of their lives. At the high school level, we have the opportunity to truly inspire and make a child feel as if someone believes in them. While teachers can do so many positive things with this power, they can also do much harm (as Dr. Wayson spoke on). I really enjoyed this section of his talk, however, my one critique is that I felt Dr. Wayson didn’t practice what he was preaching here. Perhaps he was leading by an alternate example or giving examples of what not to do, but I felt that Dr. Wayson picked on many of the members of the class.
Just like anything else in life, it takes practice, and you will get better out of practice when you like the certain field than when you don’t, a good reason to why these types of arguments should be included in school arguments. School work sometimes isolates you from others. Graff says that “When you entered sports debates, you become part of a community that was not limited to your family and friends, but was national and public.”(They Say I Say, page 384) Also, schools don’t really notice how good arguments are made due to sports coming into play.
Society thrives on the philosophy of allowing children to do what they want when they want. When in reality these students are often are acting up or failing grades to get attention from parents and mentors. Neo-Scholasticism allows students to become internally motivated. Students who have internal as well as external motivation to finish school will be less likely to drop out of school. While, factors such as constant absentness, unwanted behaviors, and low grades influence drop-out rates, school that have stricter guidelines and repercussions for the factors might make students think twice about their actions.