Classifications Of The Overachievers And Academicly Melting Pot Of People

As students were forced into their growth of knowledge in elementary school and middle school by continuously being taught basics, in order to prepare them for high school and beyond, they get to gain their freedom and decide whether or not they want to meet their teachers’ marks in high school. Throughout the school year, there comes a time where students have to sign up for classes. By having this choice, students can decide on how they want to challenge themselves in the next school year. During my two and a half years of high school that I have conquered so far, I learned that in a classroom setting there are students who take advanced courses, enjoy the subjects that they chose to take, and try their best to get the best grades that they can receive, in order to prepare them for their future in adulthood. However, there are also students who do not try or realize the importance of the free education given to them because they do not have an interest in the subjects that teachers are teaching them or are just being forced by their students to attend school. Some teachers try their best to bring out the motivation in these students who do not yet see that education is power and freedom, but there are also teachers who ignore these helpless students that are blinded by the present things that affect them like popularity or living with the motto that “you only live once”, because these teachers do not have the inspiration in the

In the novel, Overachievers: The Secret Lives of Driven Kids, author, Alexandra Robbins conveys the message that today’s society, including school systems, parents, friends, and students themselves, puts so much pressure on students to succeed (which means doing well well on standardized tests having high GPAs/class ranks, and being accepted into prestigious schools and universities.) This extreme amount of pressure can result in students not learning as much while at school, as well as unhappiness and other issues. Robbins conveys this message throughout the novel by following multiple students around school at Walt Whitman High to discover what the “perfect” overachiever secretly goes through in order to be successful.

Undefinable, they are the faces you see in the hallway during the course of four years that you will never be able to learn to specifically recognize. The names you don't know and the people you will one day never remember. Labeled as underachievers, their potential is, for the most part, limited by their situation. Their lack of motivation and difficult personalities cast them into slow-moving classes where they form connections with those individuals on their level. They all have their reasons for being there. Reasons why their hair is uncombed and their clothes go unwashed. Reasons why they are so easily angered angered with paranoia and so simply satisfied with promises of friendship. Reasons why any thought of a future for themselves seems so impossibly out of reach. If only there was a proper term to identify this abstract grouping of teens, that there was some gathering place for the subculture we are trying to describe. They take whatever name we see fit to give them. Every high school has them, yet they are rarely analyzed. The remaining questions we hope to answer, Who exactly are these kids? How did they come to be this way?

Three of the six boys said they will take less honors classes next year. The reason the three gave revolved around the amount of time required out of school to be successful in the honors classes. Additionally, all six expressed some type of academic inadequacies. The six said that the “really smart” people in the class made them feel dumb or that their work was not up to the right standards. The learning styles attitudes were consistent with the first focus group, hands-on and collaborative. Additionally, five of the young men expressed the desire to be able to move around in the classroom, even if this just meant standing by the desk.

The Smarty Pants always focuses on his or her school work in hopes of attending a prestigious ivy-league university in their future. This person tends to be the student everyone comes to for answers and missed notes. He or she is also often referred to as the “teacher’s pet” because of their constant participation in class. This student is expected

For thirteen years, assuming students enter the school system during kindergarten, students are conditioned to adhere to certain rituals and practices to prepare them for a future in college and career. Students are required to spend roughly nine months in classrooms, seven hours a day, exercising their minds and filling their brains with a new supply of information. Additionally, countless hours of standardized testing are spent analyzing students’ ability to retain and apply their knowledge. According to school systems, by the time a student leaves high school he or she should be adequately prepared to face the next stage in his or her life.

Successful students exhibit a combination of successful attitudes and behaviors as well as intellectual capacity. Successful students . . .

The researcher interviewed Hannah’s English teacher and the other third grade English teacher. Both teachers responded with the same sentiment that the students who exhibit self -esteem/ academic self-concept in the classroom are the students who excel in those subjects. In both classes, it was remarked that the students who struggle academically tend to avoid answering questions, space out, leave the class for long periods of time and have an excuse for not completing an assignment. Hannah’s English teacher added, that she knows which students will have an excuse for not doing their homework or for misplacing their school work before the class even starts.

A student is a person who is studying at a school or college. Almost everyone in the world knows the three major types of annoying students in high school. In high school, there are the-always-standing-in-the-middle-of-the-hallway students, the-lets-do-more-work students, and the-enjoy-the-headache students.

The purpose of this experiment is to determine the effect of grade classification and school of college grade classification and the amount of hours that Undergraduate Students at UT are currently enrolled in. The explanatory variables consisted of the grade classification and the amount of hours taken for this semester (Fall 2017). The response variable was the number of hours spent studying per week. Upperclassmen were thought to have studied more per week than Lowerclassmen since upper division courses tend to be more difficult that introduction classes. Additionally, students in the College of Natural Science were predicted to study the most per week, followed by the Business students, and then the Others.

Another type the over achievers are a type of student I have seen throughout my whole life of

Although student success can been linked to student involvement, some believe that student organization and school activities distract students from their school work resulting in lower

College success has five major factors that that are related to student performance. In his book, “Motivation and Personality”, American psychologist Abraham Maslow asserts that the five factors of academic success are physical needs, safety needs, social needs, esteem needs, and self-actualization needs (as noted in Petty, 2014).

In this article, much is explained about the different learning styles, ways of achievement, and thinking patterns each individual has, but the main focus of it is on the academic motivation of the individual in predicting success. The article compares this with the big five personality traits, which are: neuroticism, extraversion, openness, conscientiousness, and agreeableness. The importance of this article was to see how a certain academic environment could affect a students’ learning experience or motivation to succeed. According to Abouserie (1995), students’ self-esteem has a significant effect on the way they deal with information and with learning situations. Perfectionism can heavily affect an individual as well. Fletcher and Neumeister (2012) stated that some gifted students have impossible standards for achievement and extreme reactions to academic failure, which heavily effects academic motivation and success because self-esteem will diminish if a perfectionist fails. This shows how motivation is parallel with self-esteem, in that they work together. Weiten described

These days, many kids are known for not trying in school or other activities. They think that “middle school doesn't matter” and ask, “what's the point in doing this?”. Staff members all across the nation are forced to constantly remind these kids that in middle school you develop study habits for the future and that this will determine what classes you take in high school.