Benediction And Its Effects On Self-Esteem Research Paper

Education is a long-term investment. We, as students, work hard to acquire knowledge and to hone our skills so that we may use them one day. The effort we put into a single assignment should be considered as both for that specific assignment and for our rounding as complete, educated individuals. And with this mindset, students should be motivated even more to put more effort and hard work into academics, with the goal of bettering themselves for the future and advancing their prospects as individuals. And with this hard work and effort will come progress, and this progress should be reflected in the grading—not necessarily on individual assignments, but on the student’s education as a

I remember the beginning of sixth grade, just like it was yesterday. Walking through the doors I had my backpack and lunchbox in hand excited to pass all classes with no problem.Unfortanately that thought was just a thought. Over the course of the year I failed tremendously by receiving my very first unsatisfactory grade. Before I have never received anything lower than a “B”, so to see a “C” it was heartbreaking for me. I know most students would love to see a “C” on their report card, satisfied with the feeling of not failing. Every report card I kept getting that same feeling of disappointment of seeing that “C” on my report card.

In the article, “From Degrading to De-Grading”, by Alfie Kohn he discusses the harmful effects grades have on students. Kohn argues that there are better ways to assess students’ progress other than letter or numerical grades. Grades are a great concept but they tend to be more hurtful than helpful. Cheating can become a problem, students won’t take challenges, and they develop unhealthy competition between one another. There have been many studies conducted over the years that support Kohn’s argument.

For the duration of my high school years I have had my fair share of bad grades, just as any student has. An “F” on a vocabulary test, “D” on a math quiz, or even getting a “C” on my midterm exams is all failures to me. I will be the first to admit that I have never been the top- ranked 4.0 student, but getting a

Failure is a part of life. While many see failure as a negative thing, I have started to see it as a situation that can make you a better person. Failure drives me to never make that mistake again. I first realized this when I took my first AP class and AP exam and received a score of 2. This journey all started sophomore year when I took AP World History. I quickly learned that I needed to actually read and take notes to be able to succeed in the class. It took a few poor grades on essays and tests for me to understand this. Despite this new revelation, I still struggled in the class. When it came time to start reviewing and preparing for the exam, I put an immense amount of effort, but not as hard as I should’ve been. Exam day came and

Historically, letter grades have served as a tool to rate educational intelligence. By looking at the progression of a student’s grades over time, people are able to determine whether or not the students are developing skills in certain areas. Using a one letter grade to determine progress has received many critiques as a common system used in America’s education. Critics claim letter grades cause students motivation and creativity to decrease because grades shift students focus from learning the material to obtaining a good grade.

I closed my eyes in disbelief. I refreshed the page. I thought Ms. Platt had attached another student’s rubric to my essay. I wanted the nightmare to end. Not only did I not receive an “A” or a “B,” but a “C-.” I earned a seventy percent. My eyes watered, and I began to feel nauseous. I felt as if I failed myself and my family. This grade was not supposed to be possible. In the words of Grendel, it was an accident. But unfortunately, it was not. At that moment, I had to accept, even if I did not want to, that I, for once, did not reach my high goals or had to surrender my unrealistic view of myself. I had erred, like all humans do, and learned that I was not perfect and that I could fail to reach my standards. At that moment, I realized that I wasn’t superhuman but human, and this was something challenging for me to cope with at the time. However, in discovering my ability to fail, my perception of myself had been revolutionized.

Furthermore, the author points out that grades are not improving because students and education are improving but rather because parents and students are demanding grades to be adjusted according to what they think it is needed not what it is deserved. “Students and parents are demanding -- and getting -- what they think of as their money's worth” (Staples, 216). Students are not receiving the grade they truly deserve based on their work but what the parents and the students themselves

In “Making the Grade” by Kurt Wiesenfeld and “In Praise of the F Word” by Mary Sherry, both authors establish an issue with the grading system in schools. Somewhere along the line, love for knowledge died and a generation of indolent students were born. They both however, point the finger of blame in different directions. Wiesenfeld claims society has molded the student to believe he/she can simply charm their way to good grades, whereas Sherry holds complete liability in the pampering of high school teachers.

Kurt Wiesenfeld's article, "Making the Grade," presents the social issue of grades. The author explores the extent of this problem by examining the social environment in which these students were raised. Wiesenfeld also addresses the changing attitude towards what a grade represents and the true value of a grade. The author effectively uses several writing strategies to engage the reader, influence the audience and illustrate how much thought he has given this issue. The essay is organized by a logical progression from thesis to individual claims and the author provides real-world examples for the issues. With those real-world examples, Wiesenfeld explains how serious the problem can become and demonstrates why the issue should be addressed.

The message that Carol Dweck conveys is the power of the words ‘Not Yet’. According yo Dweck, the grade ‘not yet’ gave the students the understanding that they were on a learning curve. After learning about this, Carol Dweck conducted some experiments of her own. She went to a school and gave students a test that was meant to be difficult for them. Students that passed has shown to have a growth mindset, and those who failed had a fixed mindset. Those who failed felt as though their intelligence was put to the ultimate test. When asked what they would do during another complex test, most said that they would just give up and cheat. This proves that once students receive a failing grade, they lose the motivation to learn from their mistakes

“What Our Education System Needs Is More F’s” written by Carl Singleton argues that our education system needs to enforce more failing grades to students who have not fully learned the required material. He believes that handing out failing grades in copious amounts to students will overall fix the issue of illiterate students among high schools and colleges along with draw attention to this issue and engage parents into their child's education. This argument could be fairly but is poorly executed and lacks valid evidence and supporting claims. Singleton fails to provide accurate benefits of this grading system he feels should be implemented. Carl Singleton overall expresses his concern of the grading systems deterioration and that the education system is not enforcing enough failing grades to students who have not fully mastered required material.

Gaining education enhances a respectful life for an individual to live respectfully in the society. In this modern era, every individual needs to be educated. Education is one of the ways where people can know about the history of their country and also about the latest technologies. In the essay “Grades and self-Esteem”, the author Randy Moore, argues about self-esteem in students and their grades. He also claims that teachers should be genuine in giving grades to their students rather than focusing on their self-esteem. I agree with the author’s view regarding the grading system and disagree with the Moore, regarding building self-esteem in students.

I stood in the reflection of the mirror and saw a fat and ugly girl. As the tears rolled down my face, I recalled the girl’s harsh words. I wiped away the tears on my cheeks and went back to class. When I returned to the class, my friend stared at me and remarked, “Erin, were you crying?” I did not want people to know I cried; instead I denied crying. Another girl in the class glared at me and started to laugh. The girl insulted, “Erin’s a baby.

Truly appreciate the grade and be content with, your success. To celebrate and be happy with your score on the test maybe have a special treat later that day or cut your study time a little bit short and just relax. The lesson indicated from the children's book can also apply to students if they were not satisfied with a score on a test or quiz. If students receives a less than desirable grade on a test this lesson can teach them to genuinely appreciate that they tried their best on the assignment. To appreciate you hard work even if you get a bad grade could be hard to try to be happy when you did do too well, but you should try by to be happy. The last way the lesson being happy with, you have can guide with students in school is to appreciate working in groups. Everyone knows, frequently you obtain a group with not one of your friends to work on a project with. Consequently, when you do not embrace the fact you earn the right to work in a group and be content with your group members, you will not be as successful