High School

@Bopop4 Really? I've got nothing.

I used to have online quizes at the end of each week for Biology. Counted as completion and was a means of getting students to read ahead.

Calculus, I had a quiz due every Sunday.

So yeah, no homework...

In Uni there isn't any homework. It's self-study. No one pushes you to do anything. You either do it, or you don't. You either read ahead, or you don't. It's up to you. Your life rests in your hands.
 
Chameleon9000
Its true, most of school ends up being a case of, 'here is a text book! You need to know this and this for your test! better go remember it!' then 2 weeks later, after the test: 'how on earth do you do that again? Oh well, i will probably never need it in life anyway'.
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If that's the case, your teachers aren't very good.

First of all, the textbook is a framing device. At most, it outlines what you need to know. I don't touch it, unless I need to refer to a specific diagram, and even then, I try to illustrate them myself, walking the class through it.

Secondly, there is a difference between assessment of learning and assessment for learning. From the sounds of things, your teachers are relying way too much on the former. Neither is any better or worse than the other, but they need to work in tandem to be truly effective.

Thirdly, learning by rote is a terrible idea. It's an ineffective brute-force approach that leaves no lasting impact on a student. You know how you learn best - be it practically, visually, kinesthetically, or any one of a half-dozen other approaches - so you need to take that and adapt your study regime to fit it.
 
prisonermonkeys
If that's the case, your teachers aren't very good.

First of all, the textbook is a framing device. At most, it outlines what you need to know. I don't touch it, unless I need to refer to a specific diagram, and even then, I try to illustrate them myself, walking the class through it.

Secondly, there is a difference between assessment of learning and assessment for learning. From the sounds of things, your teachers are relying way too much on the former. Neither is any better or worse than the other, but they need to work in tandem to be truly effective.

Thirdly, learning by rote is a terrible idea. It's an ineffective brute-force approach that leaves no lasting impact on a student. You know how you learn best - be it practically, visually, kinesthetically, or any one of a half-dozen other approaches - so you need to take that and adapt your study regime to fit it.
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And that's just it; its become so standardized that none of that matters or is practiced. Theoretically that's how it should be, but in reality is far from it.
 
prisonermonkeys
If that's the case, your teachers aren't very good.

First of all, the textbook is a framing device. At most, it outlines what you need to know. I don't touch it, unless I need to refer to a specific diagram, and even then, I try to illustrate them myself, walking the class through it.

Secondly, there is a difference between assessment of learning and assessment for learning. From the sounds of things, your teachers are relying way too much on the former. Neither is any better or worse than the other, but they need to work in tandem to be truly effective.

Thirdly, learning by rote is a terrible idea. It's an ineffective brute-force approach that leaves no lasting impact on a student. You know how you learn best - be it practically, visually, kinesthetically, or any one of a half-dozen other approaches - so you need to take that and adapt your study regime to fit it.
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You are entirely right of course, but i get the feeling that very few teachers understand that teaching is more than a job you have to do to get money. I do have a couple of teachers that i really admire, because they really do a good job of teaching a class, and then there are the teachers that i dread being taught by because they bore the hell out of the entire class, or just simply cannot control anyone, resulting in continuous noise and distractions all while the teacher cannot be bothered to/simply cannot control the noise.
 
I never understood the point of reading stories/novels that we have no interest in (universals the entire classes is forced to read) and writing essays either for English classes. I get that we should learn punctuation and what not but that's all learned early on. Maybe a few are ok in early years but it becomes too repetitive later on. When exactly am I going to do this in life.
 
Slash
I never understood the point of reading stories/novels that we have no interest in (universals the entire classes is forced to read) and writing essays either for English classes. I get that we should learn punctuation and what not but that's all learned early on. Maybe a few are ok in early years but it becomes too repetitive later on.
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i.e. romeo and Juliet. Worst English assignment ever for me!
 
I'll reiterate; when exactly am I going to have to use that in life. I get the point of English class learning about my native language, not about some story that supposedly happened some ungodly amounts of time ago and the analyzing and structuring some ridiculously long essay about I book I didn't even bother doing anything more than skim a few lines each page.


Because I'm totally going to need to know why Romeo and Juliet wanted to copulate with each other while I'm swapping a 351W into a Ford pickup.
 
prisonermonkeys
First of all, the textbook is a framing device. At most, it outlines what you need to know. I don't touch it, unless I need to refer to a specific diagram, and even then, I try to illustrate them myself, walking the class through it.
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Yaaay, a teacher that actually walks us through things instead of just handing it to us and say, "You're on your own. Ask questions later."

Slash
And that's just it; its become so standardized that none of that matters or is practiced. Theoretically that's how it should be, but in reality is far from it.
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Welcome to the US education system.
They get you through what the state says you should learn; anything else is irrelevant or not as important.
Chameleon9000
i.e. romeo and Juliet. Worst English assignment ever for me!
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I have to deal with that in my senior year. Pass.
Honestly, majority of love stories don't appeal to me because it follows the same structure with common themes. I would rather read a lot more out-of-the-ordinary love stories- more gay or anything that isn't defined "normal". Partly is because I can relate to it, and partly is that there's more prevalent issues that make the story appealing; issues that still go on today. It's hard for me to relate and get an understanding of a story that I don't get to experience... like someone else does.
 
Repunzul! Repunzul! Let down your hair! Oh and btw that bolt takes a 9/16th's socket and your serpentine belt needs tightening.


Makes a ton of sense


Aki Ishikawa
Yaaay, a teacher that actually walks us through things instead of just handing it to us and say, "You're on your own. Ask questions later."


Welcome to the US education system.
They get you through what the state says you should learn; anything else is irrelevant or not as important.

I have to deal with that in my senior year. Pass.
Honestly, majority of love stories don't appeal to me because it follows the same structure with common themes. I would rather read a lot more out-of-the-ordinary love stories- more gay or anything that isn't defined "normal". Partly is because I can relate to it, and partly is that there's more prevalent issues that make the story appealing; issues that still go on today. It's hard for me to relate and get an understanding of a story that I don't get to experience... like someone else does.
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Last time I checked English class was not History class. If the issues still persist today I would find those stories to be much more relevant in other subjects.
 
Slash
I'll reiterate; when exactly am I going to have to use that in life. I get the point of English class learning about my native language, not about some story that supposedly happened some ungodly amounts of time ago and the analyzing and structuring some ridiculously long essay about I book I didn't even bother doing anything more than skim a few lines each page.
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Well here's my 2 cents. Ever since i started reading novels (ones that are actually interesting mind you) my English skills have increased dramatically without a doubt. So i think what the curriculum plans to do is to force those students who don't read books anyway to read, with the intention of bettering their English skills. However, if you payed attention for just one second, you would realize that forcing people to read books that they aren't interested in probably does nothing to help at all. For example, if you saw a word that you had never seen before in the book romeo and Juliet, you probably wouldn't bother asking anyone what the word meant, because the book does't interest you. You don't need to know what that word means because even if you understood the word it word still make about as much an impact on you. However if you are reading a book you are interested in, then you saw a word you had never seen before, you would probably ask about it, because you feel like you need to know the word in order to understand this part of the plot or whatever. The curriculum doesn't seem to understand that children need enjoyment to learn, because otherwise they don't care. Do you see what i am getting at here?
 
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Chameleon9000
Well here's my 2 cents. Ever since i started reading novels (ones that are actually interesting mind you) my english skills have increased dramatically without a doubt. So i think what the curriculum plans to do is to force those students who don't read books anyway to read, with the intention of bettering their English skills. However, if you payed attention for just one second, you would realize that forcing people to read books that they aren't interested in probably does nothing to help at all. For example, if you saw a word that you had never seen before in the book romeo and juliet, you probably wouldn't bother asking anyone what the word meant, because the book does't interest you. You don't need to know what that word means because even if you understood the word it wold still make about as much an impact on you. However if you are reading a book you are interested in, then you saw a word you had never seen before, you would probably ask about it, because you feel like you need to know the word in order to understand this part of the plot or whatever. The curriculum doesn't seem to understand that children need enjoyment to learn, because otherwise they don't care. Do you see what i am getting at here?
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This is why our education system is flawed. I understand exactly what you mean.
 
Year 10 over and now i have to get ready for year 11 :dopey:
I have to stop wearing a blue shirt and have to wear a white shirt for the next 2 years, have to get the 1st one very dirty
 
Slash
Repunzul! Repunzul! Let down your hair! Oh and btw that bolt takes a 9/16th's socket and your serpentine belt needs tightening.


Makes a ton of sense
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>Repunzul sees that Romeo is "dead"
Now, majority of us in this modern age have gotten the message "you have to move on".
>Repunzul kills herself over Romeo
Are you kidding me?
>Romeo wakes up, sees Repunzul is dead, kills himself
Are you flipping kidding me?
And they called this generation messed up (though... it really is).
Chameleon9000
Well here's my 2 cents. Ever since i started reading novels (ones that are actually interesting mind you) my english skills have increased dramatically without a doubt. So i think what the curriculum plans to do is to force those students who don't read books anyway to read, with the intention of bettering their English skills. However, if you payed attention for just one second, you would realize that forcing people to read books that they aren't interested in probably does nothing to help at all. For example, if you saw a word that you had never seen before in the book romeo and juliet, you probably wouldn't bother asking anyone what the word meant, because the book does't interest you. You don't need to know what that word means because even if you understood the word it wold still make about as much an impact on you. However if you are reading a book you are interested in, then you saw a word you had never seen before, you would probably ask about it, because you feel like you need to know the word in order to understand this part of the plot or whatever. The curriculum doesn't seem to understand that children need enjoyment to learn, because otherwise they don't care. Do you see what i am getting at here?
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This though. The government can't make us read old stories that we can't relate to. It's just not interesting to us. Coupled with the fact that some teachers are lousy teachers, then you see why us students don't care.
 
Because I totally need to know a plants genetic makeup to replace a throttle position sensor. If I wanted to know how many chromosomes are in a maple leaf I'd get on Google and look it up. Otherwise to me its useless fact #91747184 that I'm going to forget in an hour.
 
Ahh Shakespeare. Glad it is about 4 years since I had to study that. Not even the studying was boring. I hated the plays.

Never understood the purpose of making us study it in Shakespeare's English either. We don't use those words any more, what is the point?


At least it isn't proper old English which was almost completely German seeing as the Anglo Saxons were German.
 
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Where art thou Romeo? Hey Frank your rear pinion seal is bad.

Yeah not seeing the relation :lol:
 
Slash
Theoretically that's how it should be, but in reality is far from it.
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Maybe for you, but in my experience it's done across the board from the rough schools to the selective ones.

Slash
I never understood the point of reading stories/novels that we have no interest in (universals the entire classes is forced to read) and writing essays either for English classes.
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Senior English - when taught properly - is about concepts and ideas. It can be pretty abstract, which is a bit of a barrier to entry, but once you get your head around that, it gets much easier. For example, a few weeks ago I did The Motorcycle Diaries with my Year 11 class. But TCM was the means to an end, not the ends in and of itself. We used it to explore the idea of "discovery" - the process an individual goes through to take their experiences and use them to shape their understanding of the world around them. Next year, my Year 9 class will be doing To Kill A Mockingbird, and use it to explore how societal attitudes change (though I still need to pair it with something ... I want to do the Thrilla in Manila, but can't find a good text for it). The big risk is that you have to get the students to understand what they are trying to do early on.

Slash
Because I'm totally going to need to know why Romeo and Juliet wanted to copulate with each other while I'm swapping a 351W into a Ford pickup.
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So you see nothing in the text about the conflict between family tradition and the desire of youth for independence, for example?

Personally, I have always felt Othello is a better choice, since it's about prejudice and psychological manipulation.

Slash
Last time I checked English class was not History class. If the issues still persist today I would find those stories to be much more relevant in other subjects.
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There is naturally going to be some degree of cross-curricular overlap. When I did The Motorcycle Diaries, I had to cover modern history, economics and geography in some way, shape or form.

haitch40
Never understood the purpose of making us study it in Shakespeare's English either. We don't use those words any more, what is the point?
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It's not enough to read Shakespeare - you need to see it performed. Al Pacino made a great little documentary in the 1990s called Looking for Richard, which is about the place of Shakespeare in contemporary society, using King Richard III as an example. Shakespeare doesn't just teach is history or ideas; he teaches us how to feel. Many of his plays tap into themes that are still relevant today.

In King Richard III, Richard schemes to usurp the crown of England by undermining and marginalising those around him. Sound familiar? It's House of Cards.
 
Naveek Darkroom
Where I go, I get about 6 and a half. School starts just past 8:30 am and gets at 2 pm. Though I'm capable of getting there over half an hour in advance.
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Where i go, I have a 30 minute bus ride in to school at 8:05 am and still get there with around 20 minutes before the roll call bell at 9:05 am then 1st period/class starts at 9:15 am then school ends at 3:20 pm
 

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