In Praise Of The F Word By Mary Sherry At 8:00 PM ✓ Solved

In Praise Of The F Wordbymary Sherry5591 At 800 Pmtens of T

Tens of thousands of 18-year-olds will graduate this year and be handed meaningless diplomas. These diplomas won't look any different from those awarded their luckier classmates. Their validity will be questioned only when their employers discover that these graduates are semiliterate. Eventually a fortunate few will find their way into educational-repair shops--adult-literacy programs, such as the one where I teach basic grammar and writing. There, high-school graduates and high-school dropouts pursuing graduate-equivalency certificates will learn the skills they should have learned in school.

They will also discover they have been cheated by our educational system. As I teach, I learn a lot about our schools. Early in each session I ask my students to write about an unpleasant experience they had in school. No writers' block here! "I wish someone would have had made me stop doing drugs and made me study." "I liked to party and no one seemed to care." "I was a good kid and didn't cause any trouble, so they just passed me along even though I didn't read and couldn't write." And so on.

I am your basic do-gooder, and prior to teaching this class I blamed the poor academic skills our kids have today on drugs, divorce and other impediments to concentration necessary for doing well in school. But, as I rediscover each time I walk into the classroom, before a teacher can expect students to concentrate, he has to get their attention, no matter what distractions may be at hand. There are many ways to do this, and they have much to do with teaching style. However, if style alone won't do it, there is another way to show who holds the winning hand in the classroom. That is to reveal the trump card of failure.

I will never forget a teacher who played that card to get the attention of one of my children. Our youngest, a world-class charmer, did little to develop his intellectual talents but always got by. Until Mrs. Stifter. Our son was a high-school senior when he had her for English.

"He sits in the back of the room talking to his friends," she told me. "Why don't you move him to the front row?" I urged, believing the embarrassment would get him to settle down. Mrs. Stifter looked at me steely-eyed over her glasses."I don't move seniors," she said. "I flunk them." I was flustered.

Our son's academic life flashed before my eyes. No teacher had ever threatened him with that before. I regained my composure and managed to say that I thought she was right. By the time I got home I was feeling pretty good about this. It was a radical approach for these times, but, well, why not?

"She's going to flunk you," I told my son. I did not discuss it any further. Suddenly English became a priority in his life. He finished out the semester with an A. I know one example doesn't make a case, but at night I see a parade of students who are angry and resentful for having been passed along until they could no longer even pretend to keep up.

Of average intelligence or better, they eventually quit school, concluding they were too dumb to finish. "I should have been held back," is a comment I hear frequently. Even sadder are those students who are high-school graduates who say to me after a few weeks of class, "I don't know how I ever got a high-school diploma." Passing students who have not mastered the work cheats them and the employers who expect graduates to have basic skills. We excuse this dishonest behavior by saying kids can't learn if they come from terrible environments. No one seems to stop to think that--no matter what environments they come from--most kids don't put school first on their list unless they perceive something is at stake.

They'd rather be sailing. Many students I see at night could give expert testimony on unemployment, chemical dependency, abusive relationships. In spite of these difficulties, they have decided to make education a priority. They are motivated by the desire for a better job or the need to hang on to the one they've got. They have a healthy fear of failure.

People of all ages can rise above their problems, but they need to have a reason to do so. Young people generally don't have the maturity to value education in the same way my adult students value it. But fear of failure, whether economic or academic, can motivate both. Flunking as a regular policy has just as much merit today as it did two generations ago. We must review the threat of flunking and see it as it really is--a positive teaching tool.

It is an expression of confidence by both teachers and parents that the students have the ability to learn the material presented to them. However, making it work again would take a dedicated, caring conspiracy between teachers and parents. It would mean facing the tough reality that passing kids who haven't learned the material--while it might save them grief for the short term--dooms them to longterm illiteracy. It would mean that teachers would have to follow through on their threats, and parents would have to stand behind them, knowing their children's best interests are indeed at stake. This means no more doing Scott's assignments for him because he might fail.

No more passing Jodi because she's such a nice kid. This is a policy that worked in the past and can work today. A wise teacher, with the support of his parents, gave our son the opportunity to succeed--or fail. It's time we return this choice to all students.

Paper For Above Instructions

The role of education in shaping the future of individuals and society is more critical today than ever. The ongoing debate around educational practices, including the practice of flunking students, often raises passionate responses from educators, parents, and policymakers. In the essay "In Praise of the F Word" by Mary Sherry, the author argues for reconsidering the practice of flunking students as an effective strategy to ensure educational accountability and skill mastery. This essay explores Sherry’s points, the implications for educational policy, and the potential benefits of reinstating flunking as a tool for academic success.

Sherry opens her essay with an assertion that millions of students receive diplomas that lack true merit, resulting in a workforce filled with individuals lacking basic skills. This phenomenon is troubling, not only for the graduates but also for employers who expect proficiency in entry-level positions. The author’s experience working in adult literacy programs shows that many young adults—regardless of background—felt unprepared and even betrayed by the educational system that advanced them without ensuring they had mastered essential skills.

As Sherry recounts her experiences as an educator, she highlights the importance of student engagement and the foundational role of teachers in capturing student attention. One way to achieve this is through honest communication about academic performance and its consequences. The anecdote of her son, whose teacher refused to coddle him by moving him closer to the front of the classroom but instead threatened to flunk him, serves as a powerful symbol of the effectiveness of high expectations. This consequential approach led to a dramatic increase in her son's academic performance, illustrating the potential of fear of failure as a motivator.

However, the issue of flunking students raises complex questions regarding educational equity, particularly for underprivileged youths. Critics often argue that external factors such as family dynamics, socioeconomic status, and access to resources significantly impact students’ academic achievements. These factors can lead to disparities in performance and may render flunking a punitive rather than a developmental tool. Nonetheless, Sherry advocates viewing flunking as a necessary stressor, highlighting that without consequences, students may lack motivation to prioritize their education (Sherry, 1991).

The concept of using flunking as a teaching tool rests on the belief that students have the innate ability to learn and succeed when given appropriate expectations and support. Sherry posits that teachers and parents should work collaboratively to hold students accountable, emphasizing that passing students who have not shown mastery is detrimental to their long-term success and feeds into a cycle of underachievement. This argument raises an important ethical dilemma regarding the fundamental purpose of education. Should education focus primarily on preserving students' self-esteem, or should it emphasize genuine mastery of knowledge and skills, potentially at the expense of student feelings? (Lubienski, 2019).

In facing this dilemma, it is crucial to consider the psychological implications of flunking students. The fear of failure can be a powerful motivator, akin to the pressures experienced in the workforce, where performance and competency directly impact one’s livelihood (Duckworth, 2016). Thus, if students are not prepared to face such pressures during schooling, they may find themselves ill-equipped for the demands of adult life. Building resilience through the experience of failure could foster determination and the ability to navigate challenges successfully (Dweck, 2016).

On the flip side, the challenge lies in implementing a flunking policy in a way that enhances learning rather than fostering resentment towards education. It is essential that educators approach this issue with sensitivity, ensuring that the threat of flunking is not viewed as a punitive measure but rather as a safeguard for students' futures. Creating a supportive environment where students feel valued and understood while still being challenged can facilitate this process (Hattie, 2009).

Furthermore, the conversation should also include discussions around alternative assessments and differentiated instruction to meet diverse student needs. Supporters of educational reform suggest integrating personalized learning approaches that take into account each student’s unique experiences and abilities, thus differentiating success in a way that fosters both accountability and comfort (Tomlinson, 2001). This consideration is crucial as the one-size-fits-all approach has often led to frustration and disillusionment among students who struggle.

Bringing Sherry's argument full circle, the commitment to upholding academic standards and expectations should be grounded in a broader vision of educational equity. As society continues to grapple with these pivotal conversations, the necessity for structural changes in educational policy becomes evident. To instill value in education and broaden opportunities for all students, a balance between enforcing appropriate consequences for academic failure while promoting an inclusive and supportive learning environment is essential (Finn, 2007).

In conclusion, Mary Sherry's compelling argument for utilizing flunking as a viable teaching tool opens up critical dialogues about educational accountability and student success. While there are valid concerns about the ethical implications of flunking, considering the long-term benefits of academic mastery and resilience underscores the importance of re-evaluating educational practices. Creating a nurturing yet challenging educational landscape that endorses high expectations, accountability, and supports students in overcoming obstacles may ultimately reshape the future of education.

References

• Duckworth, A. (2016). Grit: The Power of Passion and Perseverance. Scribner.
• Dweck, C. S. (2016). Mindset: The New Psychology of Success. Random House.
• Finn, C. E. (2007). Reflections on the Future of Education. Thomas B. Fordham Institute.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Lubienski, S. T. (2019). The Role of Mathematics in Promoting Equity and Access. The Mathematics Teacher.
• Sherry, M. (1991). In Praise of the F Word. The New York Times. Retrieved from https://www.nytimes.com/1991/05/05/opinion/in-praise-of-the-f-word.html
• Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.