Educators should find out what students want included in the curriculum and then offer it to them.
The statement posits that educators should embrace student’s suggestions for their programs. While the inclusion of the students’ suggestions with regards to the planning of the curriculum may bring about some advantages, the educators should also consider the undesirable ramifications if this policy were to be implemented. Although I concur that students’ feedbacks are vital for educators to perfect their curriculum, educators should only accept constructive suggestions and sieve out those which does not help to ameliorate the current curriculum.
Curriculums provide a standardized teaching manual used for training students across a particular group. It also offers a level playing field in the assessment of a student. In search for uniformity in our educational systems, a standardized document is essential. For eg, students studying for their GRE exams are aware of the topics tested for their exams because of the documented areas of study. A curriculum makes this happen. Imagine a situation where an engineering student eliminates analytical writing from their GRE topics and only studies the quantitative part whereas an English major student eliminates the Quantitative part and only writes the verbal reasoning exam. How can these two people be equally assessed on their exams and also for their graduate school applications. A curriculum levels the playing field to this effect.
On the other hand, students feedback are an important aspect of teaching. A vibrant and happy student is an indicator of successful teaching. Incorporating topics after a thorough discussion will give the teachers a clear idea of what knowledge they want to acquire from their course. This will help to redress the curriculum accordingly. This creates a conducive environment where the teachers are content with imparting knowledge to students who are eager to learn. With time, students are opting to conduct their own research based on what they are being taught. Asking them about their expectations from a subject sets a goal for the teacher, who could modify their teaching methods and topics accordingly.
Incorporating students suggestions will allow their weaknesses to be addressed swiftly. In the current age, students do not only get information from their educators but from additional sources also. Students are more interested in their studies if they are provided with a curriculum that they have a predilection for. As such, with students being more willing to commit and study with alacrity, the educators will most definitely witness an improvement in their grades obtained. This will not only ease the educators’ troubles but also reduce the time taken to identify their students’ weaknesses.
In hindsight, although allowing students to make additions to their curriculum may heighten their enthusiasm for learning, one should consider the drawbacks such as oblique interests in certain areas of the curriculum.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
| 2023-10-27 | topeibisanmi@gmail.com | 66 | view |
- Educators should find out what students want included in the curriculum and then offer it to them 83
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Grammar and spelling errors:
Line 7, column 195, Rule ID: ALSO_SENT_END[1]
Message: 'Also' is not used at the end of the sentence. Use 'as well' instead.
Suggestion: as well
...r educators but from additional sources also. Students are more interested in their ...
^^^^
Line 8, column 219, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...sts in certain areas of the curriculum.
^^^
Transition Words or Phrases used:
accordingly, also, but, if, may, so, thus, whereas, while, such as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 9.0 14.8657303371 61% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 37.0 33.0505617978 112% => OK
Preposition: 52.0 58.6224719101 89% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2503.0 2235.4752809 112% => OK
No of words: 451.0 442.535393258 102% => OK
Chars per words: 5.54988913525 5.05705443957 110% => OK
Fourth root words length: 4.60833598836 4.55969084622 101% => OK
Word Length SD: 2.97612685968 2.79657885939 106% => OK
Unique words: 236.0 215.323595506 110% => OK
Unique words percentage: 0.523281596452 0.4932671777 106% => OK
syllable_count: 763.2 704.065955056 108% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 58.4657425811 60.3974514979 97% => OK
Chars per sentence: 104.291666667 118.986275619 88% => OK
Words per sentence: 18.7916666667 23.4991977007 80% => OK
Discourse Markers: 3.54166666667 5.21951772744 68% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.235486446234 0.243740707755 97% => OK
Sentence topic coherence: 0.0796776732683 0.0831039109588 96% => OK
Sentence topic coherence SD: 0.0483387082698 0.0758088955206 64% => OK
Paragraph topic coherence: 0.150060322454 0.150359130593 100% => OK
Paragraph topic coherence SD: 0.0558973590316 0.0667264976115 84% => OK
Essay readability:
automated_readability_index: 14.1 14.1392134831 100% => OK
flesch_reading_ease: 44.75 48.8420337079 92% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 14.91 12.1639044944 123% => OK
dale_chall_readability_score: 9.26 8.38706741573 110% => OK
difficult_words: 135.0 100.480337079 134% => OK
linsear_write_formula: 13.0 11.8971910112 109% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.