| Teachers are all at sea: despite a great
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| | students' errors, mistakes and drawbacks
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| deal of effort over the past 20 years,
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| | in the study area, rather than to give
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| academic achievement among high school
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| | students reasonable chance of
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| students continues to lag behind. In
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| | demonstrating their achievements of
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| their attempt to improve school results,
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| | specific learning goals.
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| the educators are trying to find roots of
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| | Needless to say, such attitude creates a
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| poor academic achievement of high school
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| | fearful attitude of students towards
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| students.
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| | assessment. They are learning not for
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| Some point the finger at the outrageous
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| | acquiring some knew exciting facts, but
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| homework loads students are snowed under.
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| | for getting a "pass." Education comes to
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| Supporters of this idea argue that
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| | grades rather than knowledge.
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| students are overburdened with academic
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| | 3. Incoherent Assessment Tasks
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| demands of questionable value and, as a
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| | It is deplorable that the everyday
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| result, end up indifferent to studies,
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| | practice of most teachers is to set
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| exhausted, and worn out. Probably, there
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| | numerous, time-consuming and unrelated
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| is some grain of truth in this claim.
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| | tasks that ask for a great deal of work
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| However, recent investigations have
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| | to be done in the shortest time period.
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| rebutted these suggestions...
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| | Consequently, this approach makes
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| The recent Pew Research Centre poll has
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| | students adopt surface approaches to
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| produced unprecedented results: it's not
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| | learning by clutching at facts and
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| high pressure, but low expectations that
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| | memorising them as best as they can in
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| are bringing the American students down!
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| | order to pass.
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| This claim was corroborated by Denise
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| | Things would have changed, if teachers
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| Clark Pope, a Stanford University
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| | built the unrelated assessment tasks into
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| lecturer who has written about the
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| | a coherent whole. This way, students
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| effects of stress on students. The
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| | would be able to work on coherent
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| research she conducted in comfortable San
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| | projects, gain systematic and profound
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| Francisco Bay Area communities proves
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| | knowledge in the subject area. Moreover,
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| that the reason of poor level of
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| | they would be more challenged to do their
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| knowledge is not the heavy workload
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| | own research, show initiative, and be
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| students are exposed to but the lack of
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| | proactive.
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| challenge in the school environment.
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| | 4. Lack of Personal Approach
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| Thus, it gets straight that the problem
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| | With mass classes consisting of more than
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| of low academic proficiency lies with
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| | 20 children, many students feel deprived
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| what - rather than how much - students
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| | of the due attention on their teacher's
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| are asked to do. And now, the main
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| | part. They are placed among the great lot
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| contributing factors that lead to low
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| | of students without their personal
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| learning proficiency of high school
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| | interests, and problems with studying
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| students are wrong approach to
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| | being taken into account.
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| assessments, incoherent assessment tasks,
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| | As a result, students don't feel cared
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| teachers' and parents' indifference.
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| | about, lose their identity, become
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| Unfortunately, this list is rather
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| | indifferent to studies and lose faith in
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| long...
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| | the brighter future. It is a problem of a
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| 1. Incomprehension of the Studying
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| | great lot of students.
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| Purpose
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| | 5. Parents' Attitude
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| The main reason why so many students
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| | Unfortunately, a great number of parents
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| don't feel interested in what they are
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| | also contribute to the problem of low
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| doing at school is the incomprehension of
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| | interest in studies. Many of them have a
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| their studying routine. In fact, a vast
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| | "performance orientation," which
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| majority of teachers are even not
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| | emphasises results such as students'
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| bothered to explain to their students
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| | grades, rather than whether they master
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| what the learning outcomes are, why they
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| | the material. On top of that, they are
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| need to achieve them and how they will be
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| | reluctant to weigh-in and help their
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| assessed.
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| | children with home tasks for the fear of
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| Thus, students read stacks of books,
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| | being unable to answer a question and
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| write hundreds of essays having no idea
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| | lose children's respect.
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| of the initial purpose of all this hassle
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| | However, these fears are unjustified.
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| and bustle. They accomplish their tasks
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| | This way parents mislead their confused
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| by command which needs to be bluntly
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| | children, refuse to give them a helping
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| carried out. Studies become a real must,
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| | hand with studies and aggravate the
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| a dreadful duty, which results in lack of
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| | existing problems.
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| interest, reluctance to study and show
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| | Thus, it gets clear that children are
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| initiative.
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| | wrongly aimed at quantity of knowledge
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| 2. Wrong Assessment Approach
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| | rather than quality. As Denise Clark Pope
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| Another contributing factor to the
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| | has put it, "There is too much
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| downward knowledge proficiency is the
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| | content-and-coverage stress. It should be
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| wrong approach of assessment. The matter
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| | about challenging and engaging students
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| is that assessment is often wrongly
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| | on multiple levels." And if radical steps
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| intended by teachers as punishment for
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| | aren't taken in the nearest future, the
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| students, or traps to catch them out.
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| | situation is likely to be aggravated.
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| Grades seem to exist in order to show
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