On Sun, 26 Mar 2006 08:37:04 -0600, Serial Killfiler <alXXhuriyeh@NOSPAMyahoo.com> wrote:
>On Fri, 24 Mar 2006 16:16:42 -0500, Guess who ><email@example.com> wrote: > >>On 24 Mar 2006 12:37:28 -0500, firstname.lastname@example.org (Herman >>Rubin) wrote: >> >>>The elementary and high school >>>curricula are designed not to give the appropriate positive >>>or negative feedbacks. >> >>You are being purely argumentative. That is pure rubbish. > >It's not rubbish at all. We mere high school teachers would never be >trusted to grade kids strictly upon what they know. Therefore, their >grades do not really measure their aptitudes as they should.
I am a high school teacher retired, and dialogue with students was an intricate and necessary part of the teaching process. In fact, that was one of the reasons that parents and students of absentees could never understand. When a child missed a class, he did not miss just the material content, but the dialogue surrounding it by both teacher and students. What IS digusting in general is the feedback required which is entirely meaningless, such as "eraly warning reports' which here at least were based upon past material bieng "reviewed",rather than new, which would be much more descriptive.
Aptitude? That lies in the realm of psychology in general, and why in industry there are, at least for positions of management, some hefty psychological testing procedures. However, I am definitely in favour of the teacher [who has been already tested to death in order to gain the position in the first place] being able to decide the rightness or wrongness of student placement within any given course of study. Reasons for that require lengthy discussion, but basically, anyone who has worked at anything for a lifetime should have some intuitive idea of rightness and wrongness that can later be detailed. Mind, some students make it simple to make such decisions about aptitude