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University classroom behavior study
University classroom behavior study
Behavior of students
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It does not happens often that a student writes an essay saying what grade they deserve in their course. How much was the student involve in class? Was the professor well explained? As for me, I believe I deserve a good grade for this class, perhaps an A or maybe even a B. I came to class every day, turned in work and participate, but most importantly I learn. Coming in a little late might have probably affect my grade. In the beginning of the class when we class participation I was mostly quiet. I did not participate as much. I did not read like three stories from the book. This might have been what made me struggle with participating. When it came to turning in the research paper rough draft I did not had it ready, so I had to finish what I could to turn it in that they it was due. That being said I did slack off and having it ready the day before could have help me to earn a better grade. …show more content…
I was a good listener and would take note. Taking notes of what the class discussion was helped me with the work that we had to turn in. As far as for asking question, I really never had one that correlated to the subject because everything was well explained. Although I was late for two day it did not affect me from turning in my work and learning the objective. When it came to out loud participation I only participate once. However, when we had the chat participation I did chatted several times and gave my opinion on the discussion. I also had nothing against peer group work. We will help each other giving ideas on what to write on the big white sheet of paper to later present to the class. Most of this was in the beginning of the semester which made a little difficult because I was a little shy and did not knew my classmates yet. Beside the participation I also turned in my work on time. I tried my best to have my schedule
I am honored to be among the students who are being considered for the National Honor Society. I must admit that this is a group that I have been anticipating joining since the beginning of my high school career. I believe that I deserve this honor and this chance because I have worked very hard to get here. The National Honor Society is known for recognizing students with grades and praiseworthy character, I believe that I have both. My grades are a priority at school because when it comes down to it that is what I will be judged on, alongside my character and attitude. As a student athlete, I pride myself on being a good role model, not just in my home and school, but also in my community. I have participated in many activities that served
Scheduling and planning are necessary to be successful as a working student. Setting time aside for school assignments is a priority, but it is also important to build in personal time for you, your family, and friends (Blais & Hayes, 2011). S...
“Don’t be a grade-inflater! Grades should reflect the distribution of effort and success in the class … If your distribution of grades is skewed toward the high end, it might imply that either an 'A' does not require a high level of achievement in the course or you are demanding too little of your students,” the Boston University College of Arts and Sciences “Information for Faculty Instructors” states.
The article “College Students Need to Toughen Up, Quit Their Grade Whining” is a persuasive piece written by college professor Robert Schlesinger. The article goes over the new expectations of college professors in respect to grading. No longer are the days of giving a C for someone doing the bare minimum, as students now expect to get B’s or above for just showing up and completing their homework or classwork with marginal effort. Most students these days attribute success to working hard, their justification being that they have worked hard, so they deserve a higher grade. Students desire that their effort put in should be reflected in the grade they receive. But, as Robert details in the article; effort is not a substitute for results. He then goes on to state that if
I believe Students should accept their own responsibilities and be responsible for their own failures. If a student believes that the professor has made an error, or if you don’t understand something from what he is teaching in class ask questions, tell the professor you did not understand you need help, that’s what they are there for to help students succeed in their education. If you make a choice not to ask for help or ask question then don’t go to your professor and beg him to at least give the passing grade. It’s going to be your fault if you don’t pass the class because you didn’t ask questions nor for help. Its student job to bring it to the professor attention if they need help or have
As we approached the due date for the first essay assignment, the professor asked us to share our introduction paragraph aloud to the class. Since I barely knew any of my peers, I found the aspect of participation terrifying at first. However after becoming familiar with my surroundings and fellow mates, I felt at ease sharing what I my thoughts and receiving positive feedback. Suchexposures have allowed me to figure out the proper writing techniques thus giving a chance for a better grade in any writing assignment. Group workshops were helpful, along with the assessment done between two other students, all of which helped me figuring out my mistakes and improve on those points later in my revision process. The transition between high school paper and college paper has led to a dis...
What are the relationships between grading system, effectiveness of instructors, student expectations and their learning? Are grades granted by the same standards across faculties?
... am to get a halfway decent grade. So, I started it up and felt confident that I was going to get it done.
I was able to assist the team with a variety of different tasks, but I feel I could have done better when asking questions. Early on, I did not write down lists of questions to ask all at once but would just ask questions as they came up. Everything was entirely new, but I struggled more than I should have to complete assignments in a timely manner. However, I was able to learn and make improvements by the end of the engagement.
Based on the class participation grading criteria listed I would give myself 9 points out of 10. I have been participating but I am not very out spoke. I come prepare to class every single day and take notes of everything you write on the board. I was present in class every single day. I was late one day out of the whole half semester. The reason I arrived late that day was because of traffic. I was only maybe 10 minutes late that day so I would not consider it late.
But is this really helping a student succeed? How are they going to succeed if they have not gained any knowledge? It is not right for someone to give a student a grade they do not deserve. Stuart Rojstaczer in “Grade inflation Gone wild” has an interesting opinion on students. He says, “When students walk into a classroom knowing they can go through the motions and get a B+ or better, that’s what they tend to do, give minimal effort”(75).
During small group time, I was able to circulate around the room. I could assess student understanding informally and in qualitative ways (IE: I noticed that Gabby had a strong answer to a key question), which also helps me to build and foster a strong rapport with my students. I also engaged in small group discussion and asked a few probing questions to groups who needed further gui...
Are people who get good grades and/or who get high scores on tests more intelligent than those who do not? Can we just distinguish people who get good grades and/or high scores on tests are more intelligent than those who do not get good grades? I firmly believe that it is not fair to judge people who get good grades are more intelligent than those who do not. Test scores are not a fair judgment to distinguish one’s intelligence. Test scores can not show the actual intelligence of an individual.
Students entering college for the first time look forward to the numerous tests that they are required to take least of all. Test taking and college are in tandem for many, but some debate that using testing as a grading system should be discontinued in universities. In theory it sounds like a great idea. It would cut back on stress and, more than likely, class time as well. However, stopping testing as a form of grading in universities would be soon regretted. Grading systems are an essential part of any education. Tests insure that that the student is learning what the teaching is teaching and identify areas that may need improving. The results from grading systems also show future employers or schools a glimpse of the kind of worker that a student will be. The numerous lists of positive effects on not only the students but the teachers, and even the university as a whole, outweigh the cons of using testing as a grading system.
Class participation was great everyone joined in on the discussion. People in the class felt comfortable talking out loud and putting there two sense in.