Toggle navigation
Toggle navigation
Home
DCUM Forums
Nanny Forums
Events
About DCUM
Advertising
Search
Recent Topics
Hottest Topics
FAQs and Guidelines
Privacy Policy
Your current identity is: Anonymous
Login
Preview
Subject:
Forum Index
»
Schools and Education General Discussion
Reply to "Can teachers fail a student for bad grades now a days?"
Subject:
Emoticons
More smilies
Text Color:
Default
Dark Red
Red
Orange
Brown
Yellow
Green
Olive
Cyan
Blue
Dark Blue
Violet
White
Black
Font:
Very Small
Small
Normal
Big
Giant
Close Marks
[quote=Anonymous][quote=Anonymous][b]Students who are retained in elementary school don't generally catch up.[/b] They may seem less behind for the first year or so, but their progress after the retention is slower than it was before, so they continue to lose ground. They are more likely than students with the same profile who are promoted to end up dropping out, and are more likely to leave school functionally illiterate. If your goal is to have middle schoolers who can read then you need to look for interventions that have been shown to produce that outcome, not interventions that produce the opposite.[/quote] This mentality is half the problem. We teachers are told that we can't hold kids back because studies show they don't catch up. I don't buy it -- experience shows me that retaining kids in K (or preK) an work wonders for a kid who really isn't developmentally ready for taht grade. I totally believe that retaining a kid in 3rd grade who isn't ready for fourth grade won't work at all. Why? Because chances are huge that what he is missing aren't 3rd grade skills -- he probably needs remediation on 1st and 2nd grade skills as well! And just retaining him for 3rd grade won't fix that. But the real problem is most schools have no mechanism for truly providing targeted remediation -- individualized. We just don't have trhe teachers to provide it... or the knowledge of how to do it... or the will to. It is pretty easy to just pass kids along and VERY VERY HARD to get kids individualized remediation. If you as a teacher document how much individual remediation a child needs, the first thing you are asked is "Now that you have identified that child's need, how will you provide him appropriate remediation?" Because every teacher is supposed to be able to design differentiated instruction for every child, no matter how far behind he is. There is almost no downside for the teacher or principal to just passing on a student to the next grade level (with a note that the child is "below grade level" of course but nothing more) except of course that the child won't pass the state tests. The are huge disincentives for teachers to stick their necks out and document exactly how far behind a child is, and how much remediation he needs (that neither she nor the school is able to give him.) What do you expect will happen in such a situation? [/quote]
Options
Disable HTML in this message
Disable BB Code in this message
Disable smilies in this message
Review message
Search
Recent Topics
Hottest Topics