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Re: Chapter 11- Expectations -- Derwin Sisnett, 07:28:12 04/18/07 Wed
I feel somewhat indifferently about the matter. During my observations I noticed that one of the teachers kept the same level of enthusiasm and motivation for all of her classes; though she admitted that one of the classes had slower learners. I do not think she lost passion for that class, but she did have to go over material more in depth. I think if the students in this class were peppered throughout the other classes--especially the one that appeared to have fast learners, it could be a disservice to everyone. The attendance in the more challenged class was already low, and it could decrease if the pace was increased. I understand that some teachers tend to fulfill false prophecies, but, in this case, the teacher seemed to be just as motivating for both classes. Do we slow down for everyone at the risk of not challenging everyone's potential, or do we speed up for everyone at the risk of losing students altogether? An anomaly of sorts . . .
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Re: Chapter 11- Expectations -- Jessica Roesch, 11:28:52 04/19/07 Thu
I agree. It seems that senior year is almost a year lost in terms of educational achievement. I think that if students would be better prepared, the dropout rate of college freshman would be lowered tremendously. I also think this mentality needs to be applied to the student's home environment. If parents let their kids slack off during their last year of high school, they will not be academically or emotionally mature enough to handle the demands of college. This being said, i also think it depends on the college in which the student will be attending. Obviously some do get by with putting forth little effort in highschool and still seem to get through college in the same manner. This goes back to the authors opinion that higher education in American ill-prepares students for their future careers.
>I think this is very true -- if we have low
>expectations for our students, they will live up to
>them. I saw this first hand when I was doing my
>observation for our paper. I talked with two
>different history teachers at the school. Each of
>them talked about how "the next class isn't very good,
>they don't really care and don't perform well because
>they are the regular class, not the AP class." Sure
>enough, in observing, the teachers expected much less
>out of the regular class students and probably got
>even less than they expected. Whereas the in AP
>classes the teacher kept the students much more
>engaged and challenged them much more. With that in
>mind, I wonder if having honors or AP classes are
>actually harmful to those students not in the classes.
> Rather, should we have the same high expectations for
>all of our students?
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