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Summary Of The Feel Good Curriculum

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The Feel-Good Curriculum by Maureen Stout presents an idea that I find myself able to relate to, and curious to learn more about. As a future educator myself I find myself wondering how it is that our educational system is needing to dumb down the education. I feel like we should want to build America up rather than make grades easy to get. I know when I was in high school I felt as though I was earning my grades. Now though I realize that it was teachers giving grades away, and why is the question I am asking myself. I do not want to give students better grades so they can feel better about themselves. It is more important that students learn how to understand the material and they earned the grade, getting a lousy grade and learning …show more content…

She feels that teachers are now becoming counselors, and students are becoming self-absorbed and that this self-esteem movement is damaging schools today. Students are not being brought up being taught the importance of responsibilities. Education is viewed differently by many people who feel different morals and values are needed for life. An example is how liberals and conservatives express different views on what a student should be learning while in school. Responsibility across the board from teachers and students is needed to make students learn material. If students are not experiencing consequences for not doing their work so they keep a good self-esteem, as a result their education is suffering. Some people even believe that it is the teachers job to be teaching self-esteem to their students. It is essential for students to gain this confidence in themselves due to their hard work leading to success. Having self-esteem be more important than academic knowledge is very hard for educators today. This whole movement is putting educators in a difficult situation since they are needed to worry more about emotions than about knowledge being learned, while the need to teach the set …show more content…

I feel like this was a useful thing since it gave us the ability to see others views and how ours are similar or different. I think that we were able to get out of the book review what we put into it. It was good that we could pick our book on a topic that we indeed found interesting. I now can see why in high school I got such good grades compared to how grades are for my freshman year of college. I was able to learn why I saw a difference in my grades. Also, it is relevant to my Albright experience; I am here learning now how to keep a good self-esteem with the grades I have. I feel that this is the most crucial aspect, learning that self-esteem comes from hard work and earning my grades. Already I have been able to see the increase I hoped for in my grades. I wish that my teachers would have for example graded my papers harsher in high school. Now I understand what teachers feel, and I will be able to remember this when I grade my students

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Students should not have to be concerned about every tenth of a point on a pop quiz, which student is awarded valedictorian or who just barely made the top ten. A student should have a deep desire to learn about the world, and each individual in a student’s life, especially teachers and administrators, should be encouraging young people to pursue knowledge. Unfortunately, our educational system does not provide the proper environment for this type of exciting scholastic stimulation. Instead, students aimlessly work their way through piles of work that will only useful for passing some quizzes, a test or two, and eventually an exam. Then this cycle starts over again.

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The article “Making the Grade” speaks on the importance on what grades do to students. Kurt Wiesenfeld highlights on a rookie mistake he had made one day going back to his desk after he had posted final grades. Wiesenfeld beliefs are students who feel like they do not have to work for their grades are self destructive to themselves and society. The students are self-destructive after they see their grades and feel like they have wrongly been graded Wiesenfeld claims.

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In Alfie Kohn’s essay, the argument of grade expectations being too overvalued rests on a chain of assumptions, but can be argued. Alfie Kohn’s essay portrays that he wants students to find a variety of different purposes in school, and questions the idea of grades being too centralized. In detail, Alfie Kohn explains how students go to school not for the right reasons, but for the wrong reasons instead. For example, the author writes, “They’d scan the catalogue for college courses that promised easy A’s, sign up for new extracurricular-activities to round out their resumes, and react with gratitude when a professor told them exactly what they would have to know for the exam so they could ignore everything else” (para. 8).

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t is believed that the immense pressure of getting straight A's will likely only result in the lack of applicable knowledge come the time of report cards. Author, Alfie Kohn, makes this claim clear in his article "From Degrading to De-Grading" This article explains in detail reasons why grades should be abolished altogether and alternate ways of providing practical and helpful feedback to students. Kohn explains how students are often overly focused on achieving high grades, so much that they tend to forget what is meant to be taken away from their assignment in the first place. Rather than focusing on understanding the material, they will do whatever it takes to achieve the desirable grade. Kohn uses anecdotes, hyperboles, and metaphors

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She sees that students never ask questions and dig deeper into discussions and questions to create their own beliefs and thoughts about the world around them. . Those in authority positions do not want individual thoughts that lead to actions that could threaten their learning, similar to weapons in a rebelling society. She believes that the schools advise the younger generation what to think and lecture them what the truth is, regardless of whether it isn't that. The students are expected to listen,

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The author used circumstances with ethos to argue that the teachers should not be

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So all in all, in the process of trying to achieve high grades, student neglect relationships, moralities, and happiness. In essence, the notion that high grades lead to a successful life compels students to primarily focus on grades and sacrifice sleep, family, religious beliefs, and other necessities to

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Grade inflation is a reality throughout the United States. This means that students are being awarded with higher grades than they deserve or worked for. This phenomenon is affecting the quality of education throughout the country. Students insist on getting ‘’their money's worth’’ when it comes to receiving grades. Teachers don’t want to be nagged by students and administration for low grades.

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One problem is that we have standardized our classrooms and schools. We are very much into routines, getting the right answers and standardization (although every educator knows about differentiated instruction!). Students should not be motivated in a classroom by external rewards – such as grades. We need students to be self-directed, and motivated by freedom, challenge and purpose – intrinsic motivation. Daniel Pink writes about motivation in his book “Drive” and argues that we have been conditioned to think the best way to motivate ourselves and others is through external reward – the carrot and stick approach.

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The authors also use logos to support their argument. They provide evidence to show how grade inflation is harmful to students, citing studies and data to back up their claims. For example, they point out that grade inflation can lead to a devaluation of academic standards and reduce the overall quality of education. By using logic and reason, the authors are able to build a strong case for why grade inflation needs to be addressed. Another effective rhetorical strategy used by the authors is the use of ethos.

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Some simply try to memorize for test and quizzes. Others feel grades don’t reflect their intelligence and can make them feel worthless for a lot of students grades are taught to be so hyper-focused on grades that aren’t going to matter in the real world. If you bombed your statistics math final in 10th grade you’re not going to be expected to learn that material in college if you 're an English major. Getting good grades shouldn’t be the main focus in school, but wanting to learn and become a better educated, well-rounded person who truly is able to process the information they

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One extreme is the belief that education should focus more on its contribution to society. Bass and Gatto both agree that education needs to focus on the students’ roles in their society. According to Bass and Gatto, students should be taught the importance of society and community. The other extreme is the belief that schooling should put its efforts into the children themselves. David James strongly shows us that he agrees with this extreme when he discusses how one must seek out their individual purpose and pursue it.

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In Kurt Wiesenfeld’s article “Making the Grade”, he address the issue that students want a higher grade than they deserve. He goes on to prove this be by giving examples of previous students that he has had and what can happen when students get the grades that they want and not what they deserve. In Wiesenfeld’s article he states that about ten percent of students that take his class do not care about their grades until final grades are over. “You might groan and moan, but you accepted it as the outcome of your efforts or lack thereof,” Wiesenfeld stated.

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The current plight of the American education system is partly due to a serious shortage of teachers who can effectively instruct the students on the material and skills expected of their grade level and beyond. One reason may be because the current requirements for all teacher candidates are quite soft, as in many states, candidates are subject to only a number of requirements, including a bachelor’s degree, the completion of teacher training, an exam of school content knowledge, and other certifications (“Teacher Certification and Licensing Guide”). The most likely reason, however, of low-quality instruction in school is due to an inherent lack of intrinsic motivation and discipline in many teachers to do their best for students to excel in school and life, and if the teachers are too lazy and incompetent to do their jobs, students are more likely to follow that example and do so likewise in their own lives. This is shown in a chapter from Theodore R. Sizer’s book Horace's Compromise: The Dilemma of the American High School called “What High School Is,” where a story is told from the perspective of Mark, a typical high school student in the United States, including

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When I was teaching and asked questions only those students that achieved outstanding marks would put up their hands to answer my question, but those students who received slightly less good marks and did not receive good feedback shy away from answering my questions. Most children need someone to talk to, they need their parents whether it be their mom or dad to fetch them from school, they need to be shown that they are appreciated and that they are actually important enough for someone to make time for them and to ask them how they are feeling and how their day went. Learners in my class who had low self-esteem were usually the ones who were afraid to stand up in the front of the class and perform an oral or simply answer a question. Those who had high self-esteem were eager to speak their minds and did not shy away from a

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