Metacognitive Reflection- Students´ failure

ISFD 41 - Language and Written Expression IV - Saubidet Stella

Areco Yesica - Perez Stefania  

June 2014

       Our assignment was not up to standard the first time because we omit important characteristics of a paragraph. First of all, we did not realize the fact that a paragraph cannot have a full stop. Also, the topic sentence was divided in two, something that contributed to miss the real point of the sentece and also made our work even more difficult because, while writing, there was no real topic to develop in the supporting sentences. In addition, cohesion was not attained at all, since some of the connectors were found in the wrong places. Another aspect has to do with the fact that many time we repeated sentences but did not clarify any idea, and so we turned around the same concept. Last but not least, we had to change some words and phrases not only to add coherence but also to add cohesion to the text. We recognized that the material we have is necessary in order to get cohesion and coherence and to develop a good paragraph. Writing a paragraph it is not as simple as it looks like.

New version of Student´s failure

ISFD 41 – Language and Written Expression IV – Saubidet Stella                                                 

Areco Yesica – Perez Stefania                                                          

June 2014              

Students´ failure at Primary School

Students´ lack of success when they are young may be attributed to external factors concerning their life at home and at school. One of the causes is the misuse of computers because, most of the time, children use the device as game consoles but not to study or look for information. Generally, these children are not controlled by any adult. Thus a second factor recalls to parent´s absence from home, since they need to go to work and, consequently, cannot help their children to accomplish their assignments. Hence, what constitutes a third prompt of unsuccessful learning is related to students´ teachers, taking into account that if they were excessively demanding, they would give students low marks for not doing their tasks. All in all, students’ failure at school involves outer factors rather than students’ capacity of learning.

Causes that make students fail vs. causes that help students learn

All throughout Primary education, children are affected by several factors that influence their learning; some of them are concerned with their life at home and others to the role of teachers. Difficulties come to light in children who regularly spend long hours doing useless activities in the computers as they have the possibility to play online or to chat with their friends. Closely related are the figures of parents who insufficiently control their children. If a student's family is experiencing violence, unemployment, alcohol or drug use by a family member, problems with the law, or any other upsetting experience, it can be difficult to concentrate on schoolwork. Many students who are having family problems might have trouble controlling their anger and frustration at school, and they may end up in trouble because of their behaviour. Also the performance of teachers plays a considerably role. Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes. Learning must connect to something that the student already knows or feels. If not, it won't be absorbed. Yet, it is imperative the presence of the family during the learning process. Parents who spend vital time with their children encourage them to follow a profitable routine and make them feel safe and confident. Knowing that they have a framework when studying, they will be able to consider the computer as a tool to study and use it accordingly, not only to play or chat but also to carry out tasks or look for information. Students at risk of school failure need to be identified as early as possible in their school to receive the help they need. This task usually falls to the teacher or parents, because many students are hostile to or disconnected from the educational system and will not or do not know how to ask for help. Parents and teachers must work together to bring failing students back to school and help them to achieve goals, the reasons for school failure need to be recognized and treated. 

Students´ failure at Primary School

Students’ failure at Primary School

Causes of students’ failure

It is widely known that students fail during their experience at Primary School. The reasons may be plenty, though most of them are related to external features. ---------

One of the characteristics is related to the time children devote to the overuse of computers. Typically, students abuse the device, since most of the time they play computer games and communicate each other via social networks, a fact that may turn time consuming. Generally, the children who spent time using the computers are not controlled by any adult. Therefore, a second feature of students failure, recalls to parents absence from their homes due to the fact that they need to go to work, practically the whole day. Consequently, children are uncontrolled and do not accomplish their school assignments. Thirdly, teachers’ attitudes impact on students learning. For instance, teachers that are excessively demanding affect children´s learning in a negative way and thus students may create the belief they are not able to reach the required level of performance that the teachers ask. ---------------------------------------------------------------------

In conclusion, students’ failure is determined by a large amount of facts. However, the majority of them are concerned with outer characteristics rather than students’ capacity of learning.

Causes that make students fail vs. causes that help students learn

All throughout Primary education, children are affected by varied factors that influence their learning either negatively or positively. Highlighted aspects are concerned with their life at home and the role of teachers. ---------------------------------------

Difficulties arise in children who regularly spent long hours doing useless activities in the computers as they have the possibility to play online or to chat with their friends. Closely related are the figures of parents who insufficiently control their children. This is associated with their absence from home or because they pay more attention to younger members of the family. In any case, the role of teachers plays a considerably role. Children spend a significant amount of time at school having as a reference their teacher. As such, if the teacher is excessively demanding students may feel overwhelmed, or if the teacher works idly students may feel that it is not necessary to accomplish any kind of activity. Conversely, if teachers are able to know how their students learn or to use varied strategies in the classroom, she consequently will have the capacity of imparting meaningful education. Yet, it is imperative the presence of the family during the learning process. Parents who spend vital time with their children encourage them to follow a profitable routine and make them feel safe and confident. Knowing that they have a framework when studying, they will be able to consider the computer as a tool to study and use it accordingly, not only to play or chat but also to carry out tasks or look for information.----------------------------------------------------------------

In sum, children are surrounded by two-sided factors since they can be either negative or positive. However, the three factors already mentioned are potentially beneficial for students if used properly.