Educators should find out what students want included in the curriculum and then offer it to them.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
Students who are willing to provide insight in their own education can ultimately enhance their learning experience. Educators who take the recommendations of students on shaping their curriculum can improve the classroom setting and engage students to learn. Therefore, I agree that educators should find out what students want in their curriculum and then offer it to them for the sake of benefiting their educational experience. However, I can only agree to an extent as there is a limit to what an educator should offer to students, or else it would create an imbalanced power between the educator and students.
Students who voice their opinions in what should be included in their curriculum can enhance their learning experience. Because there are different types of learners, students may be visual learners while other students are auditory learners. For instance, in a math class, students may benefit from seeing math problems written on a board. This would allow students to discern information easily rather than listening to the educator explain the steps of a problem. On the other hand, students are not only different types of learners, but also have different study skills. Educators are constantly providing students with material that may be tested on via quizzes or exams. Students who voice their opinions on how they want to learn can help them succeed on an exam. For example, students in a biology class are required to learn a strenuous amount of material from biomolecules to theories in ecology. Therefore, a study guide or a review session may be useful for students to help them know what would be on the exam or not. Hence, students who voice their opinions can help shape their curriculum to help them learn and succeed in a class.
However, educators who take too much into the consideration of what students want in a curriculum can backfire. Students may want less of what is necessary and crucial for their education. For instance, in a public speaking class, students who want less presentations in a class and more written material may lose the benefit of overcoming their fear in public speaking or vice versa in strengthening their public speaking skills. On the other hand, students may want less exams or quizzes in a class. However, quizzes and exams are vital in testing the knowledge of what students learned in a class. Therefore, if educators were to constantly apply what students want in a curriculum, it can impede benefits for students’ education.
Additionally, applying the recommendation would lead to an imbalancing power in a classroom setting. Students may overpower what goes in and out of a curriculum. Therefore, educators may have no space to implement their own knowledge and creativity in teaching students. For instance, history classes may often seem boring to students. If students voice that they want less historical knowledge on the subject of world history, then it would prevent an educator from being able to teach students the pertinence of world history. Educators may lose the privilege of spreading their knowledge to students and creating fun activities around subjects that seem boring to a student. Furthermore, and imbalancing power can hinder the educator from being creative and spreading intellect.
In conclusion, I can only agree that students should voice their opinions for what they want in a curriculum. However, educators should only provide the wants of students to an extent. If not, students may lose sight of what is beneficial to their education and educators would lose the advantage of being creative and poviding insight on subjects that matter.
Grammar and spelling errors:
Line 3, column 250, Rule ID: FEWER_LESS[2]
Message: Did you mean 'fewer'? The noun presentations is countable.
Suggestion: fewer
...ublic speaking class, students who want less presentations in a class and more writt...
^^^^
Line 3, column 469, Rule ID: FEWER_LESS[2]
Message: Did you mean 'fewer'? The noun exams is countable.
Suggestion: fewer
...s. On the other hand, students may want less exams or quizzes in a class. However, q...
^^^^
Transition Words or Phrases used:
also, but, furthermore, hence, however, if, may, so, then, therefore, while, for example, for instance, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 33.0 12.4196629213 266% => Less auxiliary verb wanted.
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 39.0 33.0505617978 118% => OK
Preposition: 81.0 58.6224719101 138% => OK
Nominalization: 17.0 12.9106741573 132% => OK
Performance on vocabulary words:
No of characters: 3059.0 2235.4752809 137% => OK
No of words: 593.0 442.535393258 134% => OK
Chars per words: 5.15851602024 5.05705443957 102% => OK
Fourth root words length: 4.93473315629 4.55969084622 108% => OK
Word Length SD: 2.81471116728 2.79657885939 101% => OK
Unique words: 222.0 215.323595506 103% => OK
Unique words percentage: 0.37436762226 0.4932671777 76% => More unique words wanted or less content wanted.
syllable_count: 938.7 704.065955056 133% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 30.0 20.2370786517 148% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 39.907893956 60.3974514979 66% => OK
Chars per sentence: 101.966666667 118.986275619 86% => OK
Words per sentence: 19.7666666667 23.4991977007 84% => OK
Discourse Markers: 4.53333333333 5.21951772744 87% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 21.0 10.2758426966 204% => Less positive sentences wanted.
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 8.0 4.83258426966 166% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.221661552729 0.243740707755 91% => OK
Sentence topic coherence: 0.0867957990173 0.0831039109588 104% => OK
Sentence topic coherence SD: 0.0624910137692 0.0758088955206 82% => OK
Paragraph topic coherence: 0.166811706501 0.150359130593 111% => OK
Paragraph topic coherence SD: 0.0448233537061 0.0667264976115 67% => OK
Essay readability:
automated_readability_index: 12.8 14.1392134831 91% => Automated_readability_index is low.
flesch_reading_ease: 52.19 48.8420337079 107% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 12.65 12.1639044944 104% => OK
dale_chall_readability_score: 7.53 8.38706741573 90% => OK
difficult_words: 111.0 100.480337079 110% => OK
linsear_write_formula: 15.5 11.8971910112 130% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
---------------------
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.