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Importance of honesty essay
Importance of telling the truth
Importance of telling the truth
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Some people often believe that praising a student's work no matter the quality helps build self esteem. This is not always the cause, some students are too sheltered from people's honest opinion. These people will never be able to succeed in life, due to their attitude from never being told people's honest opinion. This may also affect their future in the workforce as well. Students that are praised over all of their work no matter how good or bad the work is will suffer later on in life due to them thinking they are the best at everything they do. When these students enter the workforce they will not be able to be taught as well as someone that has not been presided over their work. These students will be harder to be taught because they
Psychologist, Carol S. Dweck in her well researched essay, “Brainology” analyzes how praise impacts mindset and how a growth mindset leads to greater success. She supports this claim by comparing the two different mindsets and how praise can affect them. She then proceeds to show praise leads to a fixed mindset harming a person by changing their views on effort. Finally, she argues that praise changes how and what people value, which can
Meaning that when children grow up with praise such as “oh you must have been so smart to get an A on that test”, instead of “you must have worked really hard on that lesson”, children could take the praise to their intelligence the wrong way and think that since they are “smart” instead of their effort on a task which will cause them problems in the future and they might want to give up and quit. I have seen this first hand and this has actually happened to me before, so I know from experience that this could have a negative effect impact on a student not just students in elementary school but also adults who are going to college or young adults who are looking for a job. In contrast, some students love to get that kind of compliment but they would always end up expecting that so when I work with children I will be complimenting them on the effort they put into everything that they do. From now on, I will be praising children on their effort and not on their
In the article, Caution–Praise Can Be Dangerous, Dweck’s objective was to explain that praising students has a huge impact on performance and their way of thinking. Dweck studied fifth grade students and the effects of different messages said to them after a task. There were three responses: praise for intelligence, praise for effort, and praised for performance (with no explanation on why the students were successful). She described that having an understanding of how praising works could lead teachers to set their students on the right path. In Carol’s opinion the Self Esteem Movement did not produce beneficial results, but rather limited students’ achievement.
When reading the article “The Perils and Promises of Praise”, I was taken aback by the fact that there was a thing as negative praise. The studies show that just telling someone that they are intelligent is detrimental to future success in challenging situations because of the fear of failure. Encouragement of hard work and effort works more effectively than praising intelligence. I still feel that there is a missing element that was not mentioned in the article. It is secret number three in motivation for success in school. That motivation is the parents of the students. I was told that if I failed my classes, I could expect severe punishment and retribution for my failure, unless I prove I tried my best. Motivation is not just praise; it is the support of those adults in a student’s life that gives reinforcement of positive ideas
...esome marks to students who do not deserve them just to see if they will put more effort into their work is completely wrong. Instead of encouraging them, it does the opposite. It will give such students “false feedback about their ability,” making them believe that what they are doing is proper, that it is the standard set of skills that everyone has, and that they will succeed in almost anything with the same attitude. This misconception will act as a disservice to these students because they believe that they “do not [need to] improve their mastery of a subject.” And once he/she reaches a point where they have to make a decision in the career path that they have chosen which requires said mastery and skill, they will realize that they have been misconceived and that they are not the intellect that they once believed they were.
...student as slow then the student, may feel that the teacher has given up on them and not put forth the effort do well in school. The most devastating labels are put on the poor and the powerless. They do not have the fight in them to reverse the label and therefore believe that the label is true.
...inuum of qualities that make people better at what they do? What about kids start practicing at a lower level and are as passionate about music or sports as kids who start at a higher level? Research by Duflos, Dupas, and Kremer shows that separating people by academic ability increases the performance of lower and higher achieving pupils because it allows teachers to present the material at the appropriate level. Otherwise, teachers have incentives to teach to the top of the distribution. Are the kids left behind because they did not practice as hard as the higher achieving students or because trainers catered to the latter?
...nowledge than their peers and will pass down their lack of desire for education to their children. The cycle will continue unless there is something set forth to stop it. Education needs to become the first priority for students, teachers, and parents. Teachers should not be afraid to fail and student that did not show significant growth within his or her class. Parents should not intervene when a teacher does fail a child because of embarrassment or pride. And lastly, students must make education the most important part of his or her life. Learning needs to come before fun which, unfortunately, seems like a foreign concept to most youths today. There is so much more to gain from a proper education than just how to solve algebraic equations. When are we ever going to use this information in the real world? The answer to this question is simple, everyday.
Students that copy other student's work are hurting themselves in the long run. Their creativity level drops every time they copy or have someone else do their work. After a while of copying and forging, the student's ability to think creatively and successfully becomes next to nothing. "Educators must continue to socialize students of all ages about the importance of maintaining high ethical standards," (Glazer 222). The educational system is where students learn these tricks and proceed to carry them on into there professional careers. Corners are too easy to cut these days, and in order for people to keep their minds as functional as possible, they need to do their own work. It is too easy for students to buy a students paper that had the same class the quarter before, reword it a little, and turn it in as their own. Students are no longer able to write a fictional story by themselves because the computer or someone else can do it for them.
First students are not suppose to be competent to judge how well they are being taught. Most teachers hand out surveys to their students to evaluate their teaching but usually nothing is done after that. The teachers never invite the class to have a discussion in person. By listening to one anothers views all kinds of better-informed views can surface. Most teachers feel threatened by that. Second students aren't suppose to be competent to judge how well they are learning. Apparently students are not able to assess themselves or others on what they have learned. However students can asses themselves and one another very competently. Students should not be the only assessors but are able to become competent assessors and they should learn and practice as part of their education. It helps improve grades, become a better learner and become more competent and professionally prepared when they finish university. This fallacy limits students abilities. Apparently students are not suppose to be competent to judge how well they are being taught. I disagree with that as I know when I'm being taught well or not. In the past I have had good and bad teachers. I know which ones were good for me and which were not. Students are also not suppose to be competent to judge how well they are learning. I believe that students are able to assess themselves well. I generally know when I am doing well or not. Students should be taught how to assess themselves competently as it
Also, the academically stronger students can increase the incentive of the weaker students to work harder. Seeing the academically stronger students getting good results, the weaker students will probably follow their examples and start to work harder too.
Is homework beneficial or harmful to students? Is so much homework given to students that it interferes with other interests that students enjoy? Does homework intervene with family time? Homework is school work that is assigned to be done outside of the class room. Though homework is often seen as a waste of time, it can also be seen as a way to help students to develop important skills that can be used throughout their life and to be successful when they decide to join the workforce.
... After all, when we discuss and aspire for teacher effectiveness the progress of our students comes first, so it is our responsibility to make sure we provide that chance for everyone.
Teacher’s grades affect and reflect how well a teacher learned in the courses they studied to become a teacher (Orphanos). The study showed that different types of qualities a teacher can affect the way a student learns and achieves. Some teachers teach verbally and most students have an increase in understanding the teacher. Other students learn differently such as learning visually by looking at something or taking special notes. It’s the teacher’s job to make sure that he or she finds way that is both helpful and understandable to the students. The quality that determines whether what technique to use to help the student, is based on the teacher and his or her observation on viewing how the students learn best. “Some scholars agree that it does not matter what teachers do but they accomplish” (qtd.in Eisenberg). When teaching as a primary or secondary teacher, it is harder for a student to actually care and work hard for an academic achievement. It makes it harder for the teacher to reach out the students but when working for so long and going through different techniques to teach students teachers do not need to have an advanced degree to achieve that goal. At times it is challenging but that is part of teaching there are going to times when it is a bad day and things don’t go the way there suppose to, but no matter what a teacher will wake up the next day and go to the job they
Students spend hours doing it, teachers spend hours checking it. Homework is sometimes a burden to teachers and students but still it is necessary. Some people doubt homework's effectiveness, but teachers and researchers agree homework is essential. Homework helps students get better grades in school.