Working Hypothesis 1- Creating an education system that benefits people of all natures, making students that never wanted to learn and study material that didn’t matter to their personal success enjoy learning, as the new system would create opportunity for all types of people, not just looking to become a doctor, accountant, etc.
Working Hypothesis 2- Forcing schools to begin to teach students about bank accounts, credit, various different fields other than being enclosed in just science, writing, math, etc. This would create a surplus of more money hungry, self driven, enthused student base across the entire country, as students would be able to choose what they want to learn and how they want to implement it in their life instead of being forced to do work just for a letter grade. This will give the opportunity for teachers to show their passion and knowledge for their professions, influencing loads of students that never knew they had a love for what they were being taught.
Purposeful Summaries of 5 Sources:
A Teacher’s Perspective on What’s Wrong with Our Schools. (2018, February 08). Retrieved October 14, 2020, from https://www.cato.org/cato-journal/winter-2018/teachers-perspective-whats-wrong-our-schools
The first idea i thought would be the most important is to see how actual teachers and professors feel about this situation. Teachers understand this, and they understand how students feel about taking courses they don’t think they need to for their relevant futures. As said in the article, “Students frequently cut corners for the sake of some short‐term gain. If they thought that the rewards were high enough, students violated rules that they would not have violated otherwise”. Lots of teachers don’t teach students some material, as in NY for example, its stated, “A teacher in the same school pointed out that he did not teach history because it did not help his students pass the New York State Regents examination in social studies”. Another problem which teachers acknowledge in public schools is that they aren’t experts in the subjects that they teach. Although it isn’t the main issue, it demotivates students to learn, only focusing on the grade instead of learning and wanting to learn the material.
Ngo, E. (2018, December 28). How can we change the education system as we know? Retrieved October 14, 2020, from https://edsurgeindependent.com/how-can-we-change-the-education-system-as-we-know-5ed6dd7ca9f1
This is kind of someones professional opinion, as it explains what advances and what could change the education system for the better, instead of making it a solely a competition based system, to make it a competitive system that gives opportunities for students to be passionate about what they learn. The author quotes,” It was not until I prepared for my US college application, when I was asked about my non-academic interests, that I realized all I knew (and cared about) was getting good grades: I no longer read books, rarely cared about news, and hardly inquired about the world around me. And despite having some academic achievements, I possessed too few useful skills — skills that are necessary for one to succeed in life such as critical thinking, problem-solving, decision making, and social skills”. This shows one of the biggest problems in education systems today, as he had few skills for his future even tho he had good grades and possessed all he needed to know for the future of his education, bit he didn’t know the right decision making and logic problem solving to get himself in check.
Commentaries, E. (2019, March 10). COMMENTARY: Grades must reflect mastery, not just effort. Retrieved October 14, 2020, from https://edsource.org/2019/grades-must-reflect-mastery-not-just-effort/609236
In this article, the main focus is that grades reflect mastery, not just effort. This argument kind of rebuttals my hypothesis, showing that these grading systems are the right solution and should remain in the system. In the post, the author states, ” Students’ grades on assignments and report cards too often are based on the effort they make in class, not the mastery of what they need to learn by a given grade”. This is one of the leading arguments for making it an equal system, as most strict professors and teachers do not give grades if the work isn’t optimal and isn’t what the assignment was described, which ruins the dedication and the enthusiasm for actually learning the material. Even if college professors were generous with this, it would still be wrong, as the students need to be taking the courses they need to learn in order to succeed in life and in their career paths, as taking courses that don’t have any affect on the students future and is just a letter grade is wrong, and could put the student into a harmful position.
Lash, J. (2020, March 30). Why do schools use grades that teach nothing? Retrieved October 14, 2020, from https://hechingerreport.org/why-do-schools-use-grades-that-teach-nothing/
This article explains the reasoning behind grading, and how actual students react to it. The author quotes, “Grades tell students the absolute minimum about their abilities; they tell them only whether they have earned enough points under a teacher’s rubric to get a good mark.” This means that the students aren’t learning for the sake of learning, they are learning for a good mark on their report cards, sort of like labels. They stated that this one teaching at a large state university, reported feeling appalled by the number of students who want to do the bare minimum with the goal just to pass. They explain that they need to create “evaluations” for students, give them goals and rewards that encourage them to learn even if they can’t get the hang of the subject. Rewards are not only letter grades, is what the education system gets wrong. There needs to be an even exchange of effort and reward, creating a system where everyone has an incentive to become successful.
Teacher incentive programs can improve student achievement. (2019, July 23). Retrieved October 14, 2020, from https://www.sciencedaily.com/releases/2019/07/190723104114.htm
This article shows different ways that teachers can change their school environment to give incentives for students to achieve their goals. This is useful, as teachers can get compensation for how well their students do, which promote them to teach the best that they can, every year improving. This article gives an example of a program that changes the curriculum of the school, changing the way teachers teach in the school. The author states that, “Clusters of less experienced teachers meet daily with highly skilled teachers to learn new instructional strategies and receive individual coaching”. This shows that as teachers learn new ways to engage the students, they are coached by the best teachers. Usually, this isn’t the case, as a lot of low income communities don’t have the best education, and simply don’t have the money to get the best education, especially for the teachers, not just the students.
After doing my research for Hypothesis 1, i transformed from a very enclosed and narrow view of my vision of advancing the education system to a more professional stance, as its not just how the students view the work, its how their role models and experts as teachers exhibit their passion for the work as well, as some of the best teachers inspire students to learn and prosper from their own knowledge. This is what got me to my second hypothesis, as i realized that students can learn and become passionate not only from their basic knowledge, but from the teachers themselves, which is where it will create more driven students in our country. Once students have all the options and all of the reasons to learn, not just for the letter grade, they will start to experiment and work outside their own box, which is the innovation schools and students need to advance and become successful.