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What makes a good student
What makes a good student
Characteristics of a good student
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Do good or bad students even exist? What does it take to be a good student? How does one become a bad student? Most people choose to believe that there are no good or bad students and that all students have the same intentions on the inside. This belief is false, unfortunately. All students are different. In most schools, they are split up by different personality groups. From the jocks to the nerds, there is still one more way to split up a crowd of students. Which students are good, and which are bad. Beforehand, it is crucial to realize that just because someone is a bad student it does not make them a bad person. There are plenty of good children and teenagers who are great people, but just so happen to be horrible students. Whether people want to believe it or not, there is a definite line between what makes a student good or bad. A good student, opposed to a bad student, puts in effort, has an academic will to excel, and can control their behavior. Anyone can put in the effort for something, but when it comes to being a student, there are specific guidelines for the effort that is necessary. A good student, for one, will always try. They will try even when a task or assignment seems too difficult or he or she is faced with something new. For good students, the bare minimum is not an option. So, when they give their effort, they are giving their all. A bad student, or even an average student, is likely to just try to do the least that they have to do without failing. …show more content…
In some cases, that can be corrected, and in others, the outcome never changes. The point stands, however. Motivation, effort, and good behavior are only the root of the many aspects that sets apart a good student from the bad. Some students can have great behavior, but put in no effort. Other students try their best, but have horrible behavior. Chances are, none of it will matter if they do not all come together. A table will not stand with only three
Grades also cause a seen diversity among the students. That would be the half that get great grades, and the other half with lower grades. At a young age children can realize which section the fall into. Some students that fall into the lower half may push themselves to do better, but others will not. They see no point when they think they cannot be the higher half. The odds are not in those kids favor, and they know
Students understand the consequences of low grade averages, so they constantly evaluate grades by keeping up with their averages. Low grades cause academic probation. During the probationary period students are encouraged to focus on applying themselves to bring grade averages up to standards. While focusing on averages, students are able to change their study habits or learning styles for instance; some students learn by hands-on-training and others by reading comprehension. The grade scale can determine if a student needs further instructions or tutoring. One the other hand, students study habits play an important role in their grades. If a student makes the wrong decisions about studying and preparing for class their grades will suffer drastically. Study habits need to be evaluated and processed for tips to succeed.
Most students go through high school trying to just get to graduation day. They just want to pass all their classes, nothing higher. Only a small percentage of students in high school actually have the determination to excel and be above average on their own. Most people need someone to inspire them to excel. The essay "Tracking" by Mike Rose discusses how he needed someone to point out to him that he shouldn't be in Vocational classes. He put into a whole new different situation, and the classes could actually be a challenge for him. Being a mediocre student are apart of most students lives because they don't push themselves to be better.
College students work hard assuming that they will get the grade they deserve but this is not always the case.
students grades. The goals for all student learning should be on the same level but seems
Every student Pope interviews explains that their high marks in their classes are a result of working themselves extremely hard in order to fulfill someone’s expectations. Kevin Romoni, a tenth grader at Faircrest, for instance, reveals his real intentions for high school are not to fully connect with his classes, but simply to just “get into college and make his parents happy”(9). The high amount of pressure put on Kevin distracts him from the primary goal of attending and excelling in school, which is to become engrossed in learning and motivated to succeed by a genuine interest in the subjects. Also seeking her parents’ approval, Michelle Spence feels so stressed about receiving excellent grades to be accepted into a college her parents will commend, she “[cries] all the time from stress….and contemplated dropping out of school”(83), despite already being a straight-A student. Although her parents might be attempting to encourage her, the competitive atmosphere at school is too frantic. It is devastating that students are completely overwhelmed by parents’ attempts at motivation, and I believe that their stress will not reduce until the expectations set for them are not pressed as forcefully. The stressful environment students live in leads to their disengagement in learning, which creates even more stressful
Some students do want to succeed in life however successful needs to be defined in order to figure out criteria for success. According to Merriam-Webster, success is an “a degree of succeeding” and “a favorable or desired outcome”. In other words, success is having a series of goals set in order to achieve a bigger goal or accomplishment. When someone tries to obtain success, students need the necessary resources and support from those around them. Dan Goldhaber, an economist from the University of Washington, school achievement is caused by problems that don’t have anything to do with school (Ravitch 2). There are students who can succeed i...
The situation saw me being assigned to a single student for the entire duration of the homework club. The reason this moment stood out to me was the students’ attitude towards wanting to do the work. The student was constantly complaining that she “didn’t know how to do it” and that “it was too hard”. This moment also made me realise that I need to work on my motivational skills, so that in the future I will have better control of my class, and that they will do the work I assign for them without any complaints. According to Geoffrey Petty on page 43 of ‘Teaching today; A practical guide’, “Motivation is regarded by experienced and inexperienced teachers alike as a prerequisite for effective learning, and the greatest challenge that many teachers face is to make their students want to learn”. This suggests that students would also benefit should my motivational skills improve because I might be able to find a way to make them more interested in the subject and enjoy it more which in turn will make them work harder at it. I also think that this experience has helped me find the balance between knowing when to push a student to do the work and knowing when to ease off, that they might be genuinely stuck. There is a bit of a fear that if you push a student when they genuinely are stuck, they will get frustrated and hate the subject as well as
A statement from the Huffington Post states, “From a very young age, we are told the importance of getting good grades. Especially in high school, we are told time and time again that our grades affect what college we will get into. While grades are extremely important, people often forget about the importance of learning, not just getting good grades. There is a difference between the grade received in a course and the amount of learning that took place in the course.” Parents and institutions should teach the importance of learning. The society around the upbringing of students emphasizes getting good grades as apposed to getting every detail and aspect mastered. School priorities should be reevaluated and changed for future students
This placed much of the burden of recognizing academic talent on the high schools. Hindering a student’s performance with a bad grade in the middle of the year can make them give up for the rest of the year. Once a student has received a bad grade, they might lose faith in their academic ability. By giving up, a student does not reflect their academic ability and their bad grades are not based on what they learned.
.... I feel that in most cases, once a student has been punished through negative reinforcement for doing wrong, the student will attempt to correct such behavior in the future to avoid punishment. In addition, positive reinforcement should be given for those students who are the majority and behave, as well as for the students who are occasional troublemakers because positive reinforcement helps show what is correct behavior in response to bad behavior.
There are many different types of students. All students have their own way of studying and learning material. A student’s attitude is the most determining factor in how well a student performs academically. Some students are eager to learn and try their best; however, some students could care less about learning. Each year students decide whether they will succeed or fail in school. All students fall into one category or another. Students can be classified into three categories: Overachievers, Average Joes, and Do Not Give a Rips.
If you come from a family that pushes you to be the best, you may feel that you are mediocre or subpar if you make below an A. Cristy Dawson, assistant principal at Los Altos High, said that, “They’re not expected to be great; they 're expected to be stupendous.” Pressure is put on them to be the best and if they aren’t the best, then who are they? According to an article written by Sharon Noguchi of the San Jose Mercury News, depression and anxiety disorders made one student from Los Altos High have a breakdown in school. School officials are seeing more and more students suffering from depression. The article offers insight from individuals who have suffer from it. "I was very good at putting up a facade," said the Los Altos High student. Children learn to hide what is going on with them in an attempt to fit in. They pretend that nothing is wrong when in reality their entire world may be crumbling down around
Are the new standards and expectations the world has for teenagers really creating monsters? The amount of stress that is put on students these days between trying to balance school, homework, extra curricular activities, social lives, sleep and a healthy lifestyle is being considered as a health epidemic (Palmer, 2005). Students are obsessing over getting the grades that are expected of them to please those that push them, and in return, lose sleep and give up other aspects of their lives that are important to them such as time with friends and family as well as activities that they enjoy. The stress that they endure from the pressures of parents, teachers, colleges, and peers have many physical as well as mental effects on every student, some more harmful than others. The extreme pressure on students to get perfect grades so that they will be accepted into a college has diminished the concept of actually learning and has left the art of “finagling the system” in order to succeed in its place (Palmer, 2005). There are many ways that should be implemented in order to reduce the stress on students so that they can thrive because, withoutthem, the school systems will only be creating generations of stressed out, materialistic, and miseducated students (Palmer, 2005).
In academic life, skill and effort are not synonymous; the effort does not guarantee a success, and the ability starts to become more important. This is due to some cognitive ability that allows the student make a mental preparation of the causal implications the management of identities of skill and effort. Such self-perceptions, even though they are complementary, they do not present the same weight for the student; According to the model, perceived how adeptable is the central element. In this sense, in the school context teachers value more effort than the skill. In other words, while a student waiting to be recognized by their ability (which is important for your esteem), the classroom acknowledged their effort. Accordingly, three types