Reasons and Solutions Behind the Problem of Poor Academic Performance, Essay Example
When the issue on academic performance is being talked about, there are two particular sectors of the problem that are generally considered; the students and the teachers. Relatively, when a problem arises in a specific situation, the actors have a fair share in defining the causes behind it. For instance, in the course of defining the issues regarding poor academic performance, it is perceived that both the students and the teachers have considerable contribution to the increasing development of the situation (Queensland: Consultation Paper, 2010). Usually, the connection between the contribution of both actors result to a chained reaction that does create a more directive problem.
In the aspect of gauging the contribution of either the students or the teachers to the problem, it is first important to note what particular actions both parties take. The teachers, being the providers of the service, are regarded to have the capacity to know what their students need and how to handle such requirements (Baker, et al, 2010, 245). In return, students are expected to reciprocate the efforts of the teachers in terms of studying properly for their lessons even without extensive motivational approaches applied. This is the ideal picture of proper learning set up in schools. However, with the onset of the impending situations of dissatisfaction, problem on learning performances arise.
Motivation is seen to be a primary factor that contributes to the lack of focus and attention that comes from both the teachers and the students in most academic institutions today. Relatively, the capacity of the teachers to be fully motivated comes from being given proper training and being paid properly with their due rewards from putting forth ample effort in teaching (Finn, et al, 2006, 233). On the other end, students are motivated when their teachers are motivated well to teach. The chain of reaction between the primary actors in the academic system is crucial in defining the process of learning and academic performance that the learners pursue.
Hence, as a solution to the problem, it is suggested that both government and non government agencies dedicated to educational excellence put a specific attention to motivating teachers. Creating programs for them that are able to concentrate on how their needs as well as their demands are properly catered to should be one of the matters of focus for this course of development. Teachers basically ought to know what they are teaching, and should be advancing as well to accommodate innovative situations in the subjects and lessons they are supposedly able to present to their classes. In relation to this, regular training and refurnishing of the skills of the teachers is needed. Another consideration to be given attention to is the satisfaction that teachers get from acknowledgements and recognition. It is undeniable that teachers put forth effort in making sure that they are presenting the right lessons to their students. Considering the need to face different individuals with different unique capabilities, it is important that teachers be well recognized for their hard work; enough to show them how much they are appreciated by the institution and the educational agencies that recognize their excellence Monetary reward in form of payment should not be neglected as well (Winters, 2009, 160).. Being one of the primary reasons why teachers teach, the salary they receive should be in par with the effort they are prepared to share for the sake of teaching their students.
What could be expected from such motivation? When teachers are well motivated, they tend to perform well. When they know they are supported, they become more confident hence are able to assist their students more effectively. As an effect to the matter, students are expected to respond accordingly to the enthusiasm of their teachers (Patrick, et al, 2000, 236). With instructors having the capacity to focus more on their craft than on the indicative courses of dissatisfaction, they are sure to create new aspects of teaching that would best work for the students they handle in class.
Notably, learning should come about easily, it should not be forced. Nor should it be a source of pressure especially on the part of those who are supposed to teach. True, focusing on the teachers and how well motivated they become would require an amicable amount of investment on the part of the educational institutions handling their employment needs. Nevertheless, the returns of such investment are full not only for the sake of the institution but for the overall impact of the process in the community as the production of better students is expected to spur from such adjustments. People, in this case the teachers and the students, who are properly motivated to complete their assigned tasks, could easily become the asset of the community for development. Eliminating poor academic performance through increasing motivation among teachers and students is then imposed to be a very effective scheme of development that could solve academic issues at hand.
Baker, David P., and Gerald K. LeTendre. (2010)”World Culture and the Future of Schooling.” The Globalization Reader. By Frank J. Lechner and John Boli. 4th ed. Wiley-Blackwell. 245-46. Chicago: USA.
Finn, J. D., Gerber, S. B., Boyd-Zaharias, J. (2006). “Small classes in the early grades, academic achievement, and graduating from high school”. Journal of Educational Psychology: New York. 97 (2): 214–233.
Winters, Marcus. (2009). Teachers Matter: Rethinking How Public Schools Identify, Reward, and Retain Great Educators. Rowman & Littlefield. pp. 160.
The Purposes of Education: A research project commissioned by Education Queensland as a contribution to the development of Queensland State Education: 2010. Consultation Paper. http://web.archive.org/web/20020214072003/http://www.aspa.asn.au/papers/eqfinalc.PDF. (Retrieved on July 9, 2012).
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