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Reluctant Students Paper

Students are ill prepared and uninformed about post-secondary education due to a focus on grades, Job preparation, inflated self- esteems and false praises. Students do not focus on learning. Instead, tend to focus more on high grades, and Job opportunities for the future, disregarding learning and developing a greater knowledge. When in class, students do not see a link between their course materials, tests and possible Jobs, for example a grade 12 student sitting in math class may wonder when they are ever going to encounter a parabola in reality.

This leads students to less likely value their practical use of their courses and instead, obsesses over their end result grades, rather than about learning. Instead of students slating In class wanting to learn about he required skills for their potential job, they memorize the information long enough to result in a good grade in the course. It is shown through students that a future Job is priority of education rather than education being of and for itself. Students are more satisfied and motivated by the promise of a high grade, rather than the love of learning. Sing university as a “stepping stone” for something for something in the future rather than having satisfaction from the potential learning experiences, of the moment. Due to the Importance of grades and their effect on students. Teachers will inflate grades to show a student’s improvement or effort, this however is a problem. The inflating of grades causes false feedback to the students about their learning abilities. Kids are not actually improving in the subject and will struggle and face challenges in the future.

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Students are not being held back even if they arena at the required levels of academics of the grade. In the ass’s teachers were not allowed to hold back students anymore, this Is a problem because students that are not ready to move on to the next grade are being moved along with the rest of the students who are at the academic standards. For example a grade eight student may fail math but he/she will still move onto grade nine even though he didn’t pass the class. The grades will then no longer demonstrate their mastery of the skill, which will show eventually in the long run.

If teachers continue to sugar-coat things for students, students will face many hardships and challenges out there In the real world. One should not be rewarded for effort but should be rewarded for Improved learning, and gained knowledge. The inflation of grades for students who apply effort, but do not improve, tie into false self-esteem which is given to the students. Students with a higher self- esteem based on false feedback are more difficult to cope with, because they cannot take constructive criticism without thinking and taking it all personally.

Instead teachers now give false rewards to make students feel better about themselves. I I n s well nurture ten students In ten long run, as Skills well not develop appropriately. For example; in soccer a kid everyone on the soccer team would receive participation medals and trophies. The issue with these false rewards are the possibility of failure and hardships. This does not do favors for students, but forever instead gives them a false hope and self- esteem.

In time when students are placed in a disadvantage, the lack of learning can turn into incompetence and being doomed to failure. This habit shows the roots of student disengagement and how it’s encouraged on a big scale: without the negative consequences, people will pursue a path of less effort. It seems that learning is not the priority for many?it also seems not to be a priority at all for many students. Even though students may complete the work that is required, many are simply not there to learn, but are there to pass and be successful with high grades.

Student’s disengagement makes them unprepared for post- secondary school due to many different factors including a focus on grades, job preparation, inflated self-esteems and false praises. It seems to be too much teaching not enough learning, the curriculum is packed with so much content, that teachers as a result end up telling students what they know; spoon feeding them all throughout school and students Just committing facts to their memory and not creating any knowledge. Works Cited Cote, James E. And Alarm, Anton, L. Ivory Tower Blues: A University System in Crisis. Toronto: University of Toronto Press Incorporated. 2007.

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