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It is worthwhile to consider some of the possible monitoring systems and strategies that a teacher can employ in K-5 grade class room. One strategy a teacher can use in a class to monitor the understanding level of lesson materials of students in K5 is to ask the students to draw pictures on the taught items. Sometimes the children may not be willing to draw the picture. But if they are motivated they do the work. The teachers can understand the child’s level of understanding even if the pictures are not worth watching. The drawn up piece can be considered to be a mirror kept against the child’s progress. In certain cases the teacher can ask the students to take the role of a teacher in group works. A talented or pre instructed student can easily find out the problems of his or her friends. Students will easily be able to gather information from their friends. Children open up their difficulties in studies to their friends. Then the teacher can cleverly identify the problems and help the children in tackling their problems. Effective monitoring in the classroom can be done in a different way. If the child is totally indifferent to the works given in the class, the teacher can promote him to do works of his or her own. Sometimes the child may select works outside the syllabus and it may not come up to the expected standard. Through this the teacher can understand the student’s ability in different areas. Once he or she gets the appreciation from the teacher there starts the change .Gradually the teacher can bring the child to class related assignments and activities. Similarly, the teacher can also do the strategy of assigning the works and telling the students to do it for their loving ones. Sometimes they will do it for their parents, siblings or friends. At the end of each week the teacher can ask them how much they could score for their loved ones. This has shown great results in the progress of most students in
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Academic pressures create adverse psychological affects on students’ abilities as well as behavior. Although academic pressures are meant to create good competitive spirit and learning atmosphere for students, they cause substantial stress also. Stress is known to be a silent killer of mental, physical and psychological wellbeing of humans at all ages.
Academic Dishonesty The issues encompassing academic dishonesty have pervaded schools and universities for as long as 70 years back or as early as the 1940s (Etter, Cramer and Finn 134). With the onset of the technological developments accorded by the internet, the incidents of student cheating exhibited marked increases and different educators have delved into monitoring the prevalence of dishonesty by considering diverse factors such as gender, attitudes towards cheating, other demographic variables (GPAs, academic degrees, age and class standings), among others.
: Academic Resilience Introduction A majority of works on disadvantaged and minority students, who are at a higher risk of sub-optimal educational results than their peers, center on the determinants of underachievement (Driscoll, 2006). However, this paper is complementary and instructive.
I am writing this letter to exercise my right to appeal my recent placement as a student on academic restriction. It is not my intent to suggest that the underlying facts are inaccurate, for they are quite accurate, but to suggest instead that I am deserving of a second chance for very special reasons.
The person who is writing academic papers, and what that person chooses to write about, as well as how they choose to write, will change them as well as others. Academia has recently recognized that in order for its institutions to change it is necessary to encourage students to draw more on their own "voice" within their writing so as to facilitate more inclusive and broader perspectives (Belenky, 1997).
In this paper we try to define what academic honesty is and its importance to the individual and to the social structure of the society.
Honesty in all spheres of life is important for the promotion of a