Reasons Why Common Core Is Bad For Education - 1975 Words

In the article, â€Å"9 Reasons Why Common Core is Bad for Education† James Bascom addresses the problems with Common Core and standardized testing in the education system. James Bascom published his article on January 20, 2016 on the TFP Student Action website. Throughout the article, Bascom talks about the negative effect the change in the education system has on students and their parents. He addresses the way that Common Core bunches children together holding some back while challenging others too much. Teachers are often too set on teaching exactly what the core has lined out that they rarely stray from the plan. He outlines how the core has held students back from learning more and expanding upon their education. James Bascom, the author†¦show more content†¦He has facts to back up his points about the impact common core has on students and teachers. He reaches the audience through facts and emotions. The timing of Bascom’s article is great. Common Core h as been very controversial since it was introduced in 2009, and Bascom is bringing to light the horrors of the change the government decided to make in the education system. Bascom brings medium into his article through the aggressive tone he brings into his article. The way Common Core was thrown into schools suddenly and was aggressive in changing the means of education goes hand in hand with how Bascom addresses Common Core. Through the article, he really shows how Common Core is negatively impacting our future generations. Throughout the article, Bascom uses ethos to draw in his audience. He shares a common ground with a lot of people when he talks about how Common Core is destroying the future generations. He states that the Common Core standards â€Å"do not contain any wholesome moral or life lessons.† Students should be able to learn educational and moral lessons in school. Teachers need to consider what students will get out of class rather than what score will show up on their tests. Through the article, Bascom connects with parents on a personal level when he exaggerates how Common Core â€Å"violates the sacred right of parents to have a say in their children’s education.† Everyday parents send off their children trusting that teachers willShow MoreRelatedIs Common Core Really Unacceptable For Our Children?1272 Words   |  6 PagesComposition 25 March 2016 Is Common Core Really Unacceptable for Our Children? At New Bern High School, Charlie Bernthal, a freshman, sits in a class room instructed by Common Core standards. It will take one of Charlie’s teachers six minutes to demonstrate the various methods to complete a simple multiplication problem, such as 63 x 24. Students are taught to use arrays, lattice, partial product methods, and eventually the traditional U.S. customary method. The Common Core standards happen to be a bigRead MoreWhy I Became A Teacher807 Words   |  4 PagesThroughout my student prep in Los Angeles, I learned quickly how political education was and how little control teachers actually had over their classroom. Throughout my training Common Core was the standard for us as incoming teachers because that’s really all we knew as far as standards were concerned. I couldn’t understand why veteran teachers hated it so much. However since teaching under Common Core standards and taking education policy courses my eyes no longer see from those rose tinted glassesRead MoreA New Study On The American Schooling System1202 Words   |  5 Pagescreated No Child Left Behind, which deals with Common Core. However, Common Core is not effective because it’s too vigorous too early, not enough training to properly implement in the school districts, and all students are not the same. Common Core: two words that arouse some very harsh feelings within the schools and in the public at large. Everyone is chatting about it. Mostly everybody has a bad view about it. Does the public think the Common Core is a program, a set of knowledgeable moralsRead MoreThe Problems With Common Core State Standards (CCSS) Essay1690 Words   |  7 Pages Although most senators, representatives and school officials support common core state standards (CCSS), they have not received or researched the history of how CCSS introduced itself. Furthermore, they do not understand that local control is being taken away, which results in the eventual destruction of excellent, local schools, students, and future generations. Two private trade organizations located in Washington, D.C, wrote the CCSS at the request of Achieve, a company created by Bill andRead MoreStandardized Testing Is A Common Routine Part Of Their School Year1202 Words   |  5 PagesAngela Li Ms. Weichert English 9H G3 17 November 2016 [INSERT TITLE HERE] For students of all ages across the United States, standardized testing has become a common routine part of their school year. Many laws have been passed over the years, requiring countless standardized tests throughout a student’s educational career for every student.This educational norm has been implemented for the past eighty years for the purpose of allowing comparisons to be made among schools in regards to student achievementRead MoreWhy Do Not Teach?902 Words   |  4 PagesWhy not teach? Individuals in the field may try to steer the future teachers away from the occupation. Many need to start thinking, is the occupation of teacher really worth it? Is it worth the long hours, stressing over all the standardize testing and common core practice, trying not to be mean but trying to stay away from being walked all over? In my opinion, I do not believe it is worth it. Going to college for four years, you learn all you need to know to become a teacher but in the end, we mi ghtRead MoreACT SAT vs Our Children’s Future? Essay1097 Words   |  5 Pagesnot remain the same but rather is traumatized by the drastic act† (Schneider 30). Why must our children suffer through such anxiety-causing tests just to know if they were taught enough in high school to make it through college? As parents of these suffering students, it seems to be our duty to make a change for a better test. Parents, do not believe that testing our young high school students is without reason. John Chubb believes that the ACT and SAT are a way to keep the schools of the rightRead MoreMy Philosophy of Teaching Essay1082 Words   |  5 Pagesto change my major to teaching, which combines aspects of many professions, and is completely child oriented. The main reasons that I want to become a teacher are not for the money or the power of the classroom. I want to become a teacher because of children’s lack of enthusiasm to learn, poor guidance, and bad role models. So many children in today’s society have these bad qualities either within themselves or they are obtained at home. Many children do not get the attention they need to makeRead MoreTodays Education Has Changed Over Time1077 Words   |  5 PagesTodays education has changed in many ways over the years. From the behavior of student’s caused by different parenting skills, how teachers teach their classes as well as student’s ability to use fundamentals, media and technology all play a role in how the world of education has evolved. Robin Lawrence a thirteen year veteran teacher now a curriculum specialist at Bellaire Elementary has a good insight into how the educational system has changed over time. Past and present behavior have differedRead MoreThe Importance of Education and Teaching Essay1369 Words   |  6 Pages â€Å"I do not want to go to school today!† â€Å"I hate my teacher, and she hates us!† â€Å"Shes boring and we do not even learn anything!† â€Å"Ugh, why do I even have to go?† At one point or another in our lives, we have all been in this situation. Whether it was watching a friend or sibling throw the tantrum, or if it was you yourself, we have heard the excuses above plenty of times. Ironically, these are not always excuses used in hoped of enjoying a day off from school, as sadly, these â€Å"boring† and â€Å"hateful†

Ten Characteristics of a Good Teacher Free Essays

From time to time during the 15 years I have been working in the field of English language teaching and training, I have put myself in the position of language learner rather than teacher. In addition to enjoying language study and  finding the process fascinating, I find it beneficial to view the process through the eyes of a student. Even though I have felt at odds with some teachers and their methods, I have learned something from every teacher I have ever had ­ even the worst ,  of them. We will write a custom essay sample on Ten Characteristics of a Good Teacher or any similar topic only for you Order Now There is a line in Saint-Exupery’s The Little Prince that applies to any endeavor, but especially teaching. It reads: â€Å"That which is essential cannot be seen with the eye. Only with the heart can one know it rightly. † The essence of teaching is difficult to qualify, but that line leads directly into my most essential criterion. 1. I want a teacher who has a contagious en ­ husiasm for his t teaching—one who, as Rich ­ rd Via says, loves his students and his work. Mr. Via is an educational specialist in using drama techniques to teach EFL at the East-West Center in Hawaii. I was fortunate enough to attend his teacher-training seminar in Korea in 1976. It was a pleasure to be in his audience. His enjoyment in transmitting knowledge and participating in the seminar was apparent and infectious. His passion for teaching instilled a passion for learning in all the participants. For me, the most crucial factors in effective teaching are who the teacher is and how he acts in the classroom. This influences the way the stu ­dents react d toward the target language and, therefore, their success in learning it. 2. I want a teacher who is creative. Teaching must be more  than simply opening a book, doing exercises, and following an outline written by someone else. In the tedium of repetition, the student can go through the motions of doing the exercises without his mind being engaged. What can a teacher do to engage the student’s mind? There are a myriad of techniques that the creative teach r can employ—information-gap exercises, e games, songs, jazz chants, problem solving, and other techniques that allow the student to utilize the skills he has already developed in his first language. 3. I want a teacher who can add pace and humor to the class. The humor of one of my teachers had the effect of alleviating my nervousness—of reducing my effective filter. There was a rapport among the students and the teacher because we were all laughing together. We had a good time learning, and we made a lot of progress because we were not afraid to make mistakes; we could take chances. As Krashen would say, the effective filters of the students were low, facilitating acquisition. Another teacher that I had maintained an excellent pace in the class. She never lost an instant consulting a list or thinking about what to do next; she had prepared—that was evident—and she was going  to capitalize on every second. I was somewhat nervous in her class, but I didn’t have time to worry about it because events moved so quickly. I was literally sitting on the edge of my seat so that I wouldn’t miss anything, and my adrenalin was a positive force. I should add that humor is a double-edged sword: it can backfire, for what is funny to one person may not be funny to another. Humor across cultures can add a layer of difficulty to communication. 4. I want a teacher who challenges me. I had several teachers who always spoke to me in Spanish, both in and out of class. I felt they were showing confidence in me and chal ­lenging me to speak Spanish. The student’s passive l knowledge of the target language is always greater than his active knowledge. There is no reason why a teacher should use any language other than the target language except possibly for purposes of expediency. When a teacher reverts to the native language, he is showing a lack of patience with the students’ struggles in the target language. In addition, switching codes is confusing. I was given a test in which all the in ­ tructions were read to me in English, so that I would be sure to understand every ­ thing. Then I had to answer in Spanish. But the test had three parts and I had to continue switching codes back and forth from English to Spanish; I found this very confusing. It is like going off a diet—once you cheat a i little, then you want to cheat a little more. If someone speaks to me in English, this activates my English channel and I am prepared to think in English. Speaking in the target language to the learner prepares and challenges him to speak in that language. In addition, I want a teacher who can maintain a  level of difficulty high enough to challenge me, but not so high as to discourage me. 5. I want a teacher who is encouraging and patient, and who will not give up on me. Some of the teachers that I have had demonstrated incredible patience with all of their students, never allowing even a shadow of displeasure to cross their faces in reaction to continued incorrect speaking after endless correction (which may say something about the policy of correction). When the teacher is positive—encouraging initial and repeated attempts—the students will apply themselves more diligently. Motivation thrives on success. One teacher I had appeared on several occasions c to give up on me. She would struggle to have the other g members of the class repeat the combination of an indirect object pronoun followed by a direct object pronoun—the nemesis of the Spanish-language student. They would have numerous chances to supply the correct combination in various tenses, but I often was given only one opportunity. For the life of me, I do not know why the teacher gave me only one chance. Was it because I was struggling and she wanted to spare me any unpleasantness? Or was it because in her mind I  didn’t need the practice? I felt that I needed the practice and wanted at least a chance to try. I felt that the teacher was discouraged and had lost confidence in my ability to progress. As a result, I lost my incentive and became unsure of myself. 6. I want a teacher who will take an interest in me as a person—one who will try to discover discussion topics that interest me. When I was teaching, one of the first things I did was to try to find out what my students’ interests were: hobbies, past employment, family, travel, etc. The easiest, most accessible area of conversation is oneself. The initial and intermediate stages of development for the language student do not abound with opportunities for coherent self-expression. Most of the time, we language students feel fairly incompetent because we cannot express ourselves adequately, as we are accustomed to doing in our native language. Thus, if we can discuss some little accomplishment we’ve had, or something that we take pleasure in or are proud of, so much the better. 7. I want a teacher who knows grammar well and who can explain something on the spot if necessary. I also want a teacher who is realistic and has the simple courage to admit that he doesn’t know an answer if indeed he doesn’t. I have had some teachers who, probably as the result of the de-emphasis on grammar explanation in the structuralist tradition, did not provide enough explanations. It seems to me that a more eclectic approach would take into consideration the needs of the adult learner, who should be given some insight into the intricacies of grammar. 8. I want a teacher who will take a minute or two to answer a question after class, or who will take five minutes to  correct something that I have done on my own. I had several teachers who did this willingly and who encouraged the students to do extra work on their own. I also had a teacher who made some corrections for me at my request, but somehow I felt as if I had encroached on her time. Is teaching to be exactly 50 minutes of the hour and no more? First, we as teachers need to encourage students not only to study what is required, but to pursue on their own areas in which they are interested. Acquisition is facilitated when it concerns information that we need or are interested in. And second, we need to appreciate our students’ efforts. 9. I want a teacher who will treat me as a per ­ on, on an equal s basis with all the members of the class, regardless of sex, marital status, race, or my future need for the language. In some of my classes women were given discussion topics relating only to the home and family, and men were rarely asked to talk about their families. Men were also given more â€Å"talk† time than the women. This can be discouraging to the student, and that is not conducive to progress. As teachers, we must look  carefully at our classes to be certain that we are including everyone equally. I know that I have probably been guilty of bias toward the brighter and more energetic students—they’re more challenging for the teacher and more interesting for the class. But now 1. Editor’s Note: on the spot = without further consideration; at once; immdeiately. 2012 37 that I have been a victim of bias my ­ elf, I will cers tainly be more aware of treating my students equally. 10. Finally, I want a teacher who will leave his emotional baggage outside the classroom. The classroom is a stage,  and to be effective the teacher must in some cases be an actor. I do not want to interrupt my concentration by worrying about what might be bothering the teacher. Nor do I want a teacher who sustains himself through ridicule or sarcasm, playing havoc with the emotions of his students and thereby blocking any learning/acquisition that might take place. Conclusion The qualities that I have discussed can be separated into four areas—(1) affective characteristics, (2) skills, (3) classroom management techniques, and (4) academic knowledge: Affective characteristics enthusiasm  encouragement humor interest in the student availability mental healt Skills creativity challenge Classroom Management pace fairness Academic Knowledge grammar A teacher’s effectiveness depends on his demonstration of the affective characteristics. These are inborn in some of us, but they are also within the grasp of most teachers. Most of us want to be encouraging, enthusiastic, and available, but we just have to be reminded once in a while. The classroom manag ement techniques of peace and fairness are often overlooked, but they can be crucial to effective teaching. These are not techniques that require training, but again, simply awareness. The specific teaching skills of creativity and challenge are associated more with the types of materials and activities, and their level and appropriateness. Ease and facility in these two areas come with experience and familiarity with the syllabus and materials. Lastly, a teacher who knows his grammar gives himself credibility and stature in the eyes of his students. With a little training in how to explain grammar and how to teach it, teachers have an indispensable tool. How to cite Ten Characteristics of a Good Teacher, Papers

Case Study on Human Sexuality free essay sample

Kimberly Jones 1/25/2011 PSYC 3310-1:00 Reaction Paper #1-How to help your female partner have orgasms This is a great article not just for women but for men as well. This article talks about how men can actually help there mate reach their climax. If a woman feels like she is being rushed, her mate is not catering to her romantic needs than more than likely a woman will not have an orgasm. Orgasms is merely more than just a physical thing but more so mentally for a woman. Seems as if men would take the time and ask there partner what turns them on or pleases them than this will help a woman reach her peak. I also read in this article that women can have multiple orgasms more so than a male. Mature women can achieve this quicker than younger women due to sexual experience. Having orgasms can be very pleasing for both mates if both are in tuned with one another but the male has to be willing to go the extra mile to please his woman. We will write a custom essay sample on Case Study on Human Sexuality or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Men should be more patient with women during this time because it’s not that easy for a woman to reach their climax like a male. Honestly, I just started to have orgasms myself and I’m twenty-eight years of age. I feel now it’s probably because I’m with someone whom I love dearly and he goes the extra mile to make sure I’m comfortable and the mood is always right and we communicate and go over things that helps with increasing my arousal. It was hard for me to believe that this article stated in past history many believed that women could not have sexual orgasms but men could. I thought to myself what the point of having sex is and not being able to enjoy it. I must say having orgasms is a great feeling and makes me very tired and relax afterwards. In conclusion, this article was great in explaining some of the history and views on orgasms and how to come up with ways that men can take time on improving their sexual relationships and experiences with their mate and how to teach them to be a bit more patient when it comes to pleasing there mate. I learned to be more patient with myself as well and think of it more of a mental thing and not just physical.