journal 3 - classes in which students were not given exams...

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
Kaitlyn Herthel October 2, 2007 Journal #3 Diversity Issues in Instruction Diversity issues in education can account for many of the reasons that students receive unequal education. Boys and girls learn differently, as may different minority groups and, most importantly, individuals. In “Students Need Challenge, Not Easy Success,” author Clifford discusses “educational suicide,” attributing drop-out rates among students to lack of motivation in the classroom. In the article “You Can Teach for Meaning,” authors Tighe, et al. encourages readers to teach lessons for the sake of learning, as opposed to teaching what is on the test. I was particularly interested while reading “You Can Teach for Meaning,” partly because I found my favorite classes, and also the ones that I learned the most in, were
Background image of page 1
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: classes in which students were not given exams on the material learned. The stress and pressure of studying for the exam and the test itself leaves me dumbfounded during the exam, and my brain empty after handing it in. A better approach to ensure that students are learning would be various assessments that examine the level of competence in the subject. Varying assessments ensure that all students, with different learning abilities, will succeed in the course. No Child Left Behind creates a roadblock in this successful means of teaching, which would suggest that teachers should take a more active interest in motivating their students, ensuring a more successful future....
View Full Document

This note was uploaded on 04/25/2008 for the course WOMENS STU 301 taught by Professor Nowicka during the Fall '07 term at Rutgers.

Ask a homework question - tutors are online