7 reasons that make me run away from the student grade 10

The evaluation process is a separate chapter in teaching, my little teaching experience made me shy away from the students grade 10. This being would be the person who craves the highest grade (at all costs) collection to receive the coveted honorable mention below ready some reasons that frighten me in this being.

1. “There is no student grade 10 but poor assessment”

This sentence is not mine and the first time I heard it brought me to a sense of repudiation, I thought how even studying, I do not deserve a top note! In fact for this phrase another interpretation is possible. The evaluation process essentially aims at identifying which are the failures and faults that are occurring in the learning of the content, if the student always reaches the ten grade the instrument is not being efficient in identifying the failures in the learning (YES all learning exhibits failures and is permissive to improve it).

2. The student notes 10 often speaks what teacher wants / expects as an answer

When preparing your questionnaire. the teacher already has the answers in mind. Thus we have an evaluation essentially based on the knowledge of the teacher (of course based on a wide and updated bibliography) this promotes the setting up of a personal instrument where it will reflect the teacher’s interpretation on the subject. The “clever” student knows this and seeks to identify and reproduce in their assessment these concepts and never innovates in their answers.

3. Often the student grade 10 is the one who has the ability to record / decorate

Applying questionnaires to students will often only show which students actually have the ability to memorize information. Observe the timeline of most subjects in our Universities. We will verify that the classes often address subjects that are grouped in units and the “landmark” divisor are the evaluation instruments. Just in front of the teaching plan of this teacher we only hope that the students memorize the themes. There should be prior evaluations of activities such as directed study, discussion group or case study, moments of content consolidation. Practices that aim to awaken reflexive critical evaluations about the reality applying the knowledge approached.

4. Expectation is twin sister of frustration

As in a world cup, on the “favorites” lies the weight of expectations, feelings that unite with immaturity promote labels like boy prodigy or geniozinho. Hence the student grade 10 starts to assume these labels as truth. Ingredients that are source of frustration for the young trained.

5. Error is part of the learning process

If the student did not make mistake in academic life will commit in his professional life. The failure itself is a stimulus for self-overcoming, this process must be well conducted by the educator and the educator, in the search for new knowledge that will lead to the improvement of the concepts. There is a lot besides the correct and incorrect answer (sometimes failures of interpretation, difficulties: motor, or in other matters, personal moment, attention disorders) the teacher must be attentive to these events because in the search of knowledge there is not a single path we have many trails that lead us to the same destination.

6. Most successful professionals were not student grade 10

High notes are not enough for professional success. The job market requires a list of skills (critical sense, multidisciplinary teamwork and transdisciplinary, negotiating, leading and being led) that are often not developed in universities. Often this lesson has been understood by the student who misses and experiences the challenge of self-overcoming. That is why the casting class often does well in the profession.

7. For a good educator there is no student other than grade ten

Potentially all of us are able to assimilate new concepts and new techniques (respecting individual motor and psychic limitations) the motivational educator will promote the facilitation of this process. The good educator perceives (even in heterogeneous groups) the individual potentialities of his students and it is up to him to promote the enthusiasm and awaken to the knowledge approached. The individual growth of each student for the educator is already a fact of maximum merit, because in fact the student is overcoming his own limits which will not necessarily make him above the class average. Overcoming yourself every day is an attitude worthy of note student 10.