Exam result oriented teaching is basically a concept whereby the trainer understands the examination contents really well and takes the students through the coursework, all the whilst holding his/her attention around the idea that the only real target is to make it possible for the individual to obtain superb marks on the examination itself , irregardless of the curriculum contents.
Whilst there exists no disagreeing that this educating strategy achieves the goal of making sure the great bulk of students will score very well at the examinations, one have to question again - is this the right technique to teach our small children?
In reality, the system that comes with an examination outcome oriented strategy of teaching is creating a unrealistic condition of "easy testing." This can cause a pupil who transfers from this academic institution and into one where a far more traditional approach is practiced to flunk miserably because there exists no longer an exceptionally clear and concise knowing of exactly what to expect when it comes time for tests.
In parallel, when a student graduates from high school and enters into college, should they happen to go to a university, or maybe a class, where by examination result oriented teaching is just not the ordinary practice, they are going to find it inevitably more challenging to show good results in that testing environment. Yet, apart from immersing in an exams-oriented teaching environment, students can adopt ways to do well in examinations.
Examination grades driven teaching brings about a unrealistic sense of security as well as confidence in life itself. A pupil that has been put through an examination result oriented training isn't going to realize how to rebound after they have a misstep on an examination; nor do these people understand how to study intensely for any "unknown" of not being able to assert with certainty they undoubtedly know all the answers to all of the queries in life - er - to each of the problems which will be on the exam.
When the pros are heavily weighted in the benefits for the school; for retention of essential funding and to the all round ease of the cookie-cutter curriculum that gets stale and repeatable, the cons are significantly far more ominous for our little ones who are not learning the invaluable ability of the way to find out on their own, or how to study intensely for anything they want or ought to attain.
When these kids enter the workforce and the real world they might find that the utopia they are used to, this overall perception of entitlement, brings with it a nasty epiphany that world is not equitable. That life just isn't easy. And regrettably, that they are ill-prepared.
This can result in depression, confusion, and despair. This could result in an otherwise average person to function sub-par in their professions, and so create a lifelong path of underachieving; just because they were not taught through their formative years how to work hard to attain their ambitions, instead of needing every thing essentially passed to them.
However, it is also entirely possible that the self-confidence that was instilled by a relatively "effortless" education approach helps to give a young adult the confidence to be successful in more demanding predicaments. When presented with an unknown variable, they're going to come to feel confident they can handle it with grace and peace of mind, simply because - after all - they have constantly been in a position to do so.
Therefore, when they enter into the workforce and society as an adult, may possibly a go-getter, since they recognize they are able to do well. It's been a established reality of their whole life till adulthood that they carry with them throughout each obstacle they encounter in life.
The jury may very well be out to the actual impact to society of examination result oriented teaching, nonetheless it is clear that we are teaching our youngsters a lesson - regardless of whether it's a positive lesson or perhaps a damaging lesson might not yet still be crystal clear.
Whilst there exists no disagreeing that this educating strategy achieves the goal of making sure the great bulk of students will score very well at the examinations, one have to question again - is this the right technique to teach our small children?
In reality, the system that comes with an examination outcome oriented strategy of teaching is creating a unrealistic condition of "easy testing." This can cause a pupil who transfers from this academic institution and into one where a far more traditional approach is practiced to flunk miserably because there exists no longer an exceptionally clear and concise knowing of exactly what to expect when it comes time for tests.
In parallel, when a student graduates from high school and enters into college, should they happen to go to a university, or maybe a class, where by examination result oriented teaching is just not the ordinary practice, they are going to find it inevitably more challenging to show good results in that testing environment. Yet, apart from immersing in an exams-oriented teaching environment, students can adopt ways to do well in examinations.
Examination grades driven teaching brings about a unrealistic sense of security as well as confidence in life itself. A pupil that has been put through an examination result oriented training isn't going to realize how to rebound after they have a misstep on an examination; nor do these people understand how to study intensely for any "unknown" of not being able to assert with certainty they undoubtedly know all the answers to all of the queries in life - er - to each of the problems which will be on the exam.
When the pros are heavily weighted in the benefits for the school; for retention of essential funding and to the all round ease of the cookie-cutter curriculum that gets stale and repeatable, the cons are significantly far more ominous for our little ones who are not learning the invaluable ability of the way to find out on their own, or how to study intensely for anything they want or ought to attain.
When these kids enter the workforce and the real world they might find that the utopia they are used to, this overall perception of entitlement, brings with it a nasty epiphany that world is not equitable. That life just isn't easy. And regrettably, that they are ill-prepared.
This can result in depression, confusion, and despair. This could result in an otherwise average person to function sub-par in their professions, and so create a lifelong path of underachieving; just because they were not taught through their formative years how to work hard to attain their ambitions, instead of needing every thing essentially passed to them.
However, it is also entirely possible that the self-confidence that was instilled by a relatively "effortless" education approach helps to give a young adult the confidence to be successful in more demanding predicaments. When presented with an unknown variable, they're going to come to feel confident they can handle it with grace and peace of mind, simply because - after all - they have constantly been in a position to do so.
Therefore, when they enter into the workforce and society as an adult, may possibly a go-getter, since they recognize they are able to do well. It's been a established reality of their whole life till adulthood that they carry with them throughout each obstacle they encounter in life.
The jury may very well be out to the actual impact to society of examination result oriented teaching, nonetheless it is clear that we are teaching our youngsters a lesson - regardless of whether it's a positive lesson or perhaps a damaging lesson might not yet still be crystal clear.
About the Author:
Jane has been teaching for the last 5 years in Singapore, an exams result oriented society. she writes often in her blog on taking exams such as O levels and PSLE in Singapore.
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