Writing First Draft: Boris Wong 1017 Compare To Good Student

Writing 5first Draftboris Wong1017compare To Good Student And Bad Stu

Writing 5 First Draft Boris Wong 10/17 Compare to Good Student and Bad Student In school, there are two different group of student. One is good student and other one is bad student, there have different kind of attitude, circle of friend and future. What kind of student you are? They have their special feature. First, good student attitude is serious and studious.

They would respect to other and follow the school rule, for example, they will turn in homework on time and respect to classmate and teacher. On the other hand, bad student attitude is rule and unrespect people, they do what they want to do and they are selfish in class to make some noise. Secondly, their circle of friends is different, good student like join the school club and play with people who is learning hard. Then, bad student like group the naughty classmate and broken ring classroom ring quiet. After school, they like go out play with friend and they didn’t like to do homework, sometime they use a lots of time to play online game and skip class.

In addition, they have different future. Good student will go to be a profession person and have a steady income, bad student maybe can earn a lots of money also, because they know a lots of people and know how to earn the money. A part of them can be very famous and rich, most of them can’t find a good job and they break the law. To sum up the information, good student and bad student they are different, good student in the future can have a better condition and bad student gap is bigger inside such as a part of them are successful and some of them didn’t have good chips and enjoy the life.

Paper For Above instruction

The distinction between good and bad students has been a focus of educational research and practical observation for decades. Understanding these differences is important for educators, parents, and policymakers to foster environments that promote positive behaviors and successful academic outcomes. This paper compares the characteristics, social interactions, and future prospects of good and bad students, highlighting how attitudes, peer groups, and ambitions contribute to their trajectory.

Firstly, attitudes play a crucial role in defining a student's profile. Good students are characterized by their seriousness towards learning and respect for authority figures. They adhere to school rules by submitting homework punctually and demonstrating respectful behavior towards classmates and teachers (McDevitt & Ormrod, 2019). Such attitudes foster an environment conducive to learning and personal growth. Conversely, bad students tend to disregard rules and exhibit disrespect, often engaging in disruptive behaviors. Their tendency to act selfishly and disturb the classroom environment hampers not only their own learning but also that of their peers (Liu et al., 2020).

Secondly, peer groups differ significantly between these two categories. Good students tend to associate with peers who are similarly committed to academic excellence, often participating in school clubs and activities that promote learning and personal development (Wentzel & Miele, 2016). This reinforces their positive attitudes and provides motivation to succeed. On the other hand, bad students often form groups with classmates who display disruptive or malicious behaviors. They may enjoy breaking rules, making noise, or skipping class, which can perpetuate negative habits. After school, good students typically engage in productive activities such as sports, music, or study groups, whereas bad students may spend additional time playing online games, skipping homework, or socializing in ways that undermine their academic progress (Ginsberg et al., 2021).

Thirdly, future trajectories of students differ markedly based on their attitudes and social behaviors. Good students are more likely to pursue higher education and secure stable careers, benefiting from their disciplined approach and supportive social networks. They are more likely to develop professional skills that translate into steady income and career advancement (Roberts & Pomerantz, 2020). Conversely, some bad students may achieve financial success through social connections or street smarts; however, many face difficulties in obtaining meaningful employment due to a lack of discipline and positive habits. Some may become involved in unlawful activities, which can lead to a cycle of legal issues and limited opportunities (Farrington & Welsh, 2019). This divergence illustrates how early behavioral differences significantly influence long-term outcomes, reinforcing the importance of fostering positive attitudes and behaviors during school years.

In conclusion, the distinction between good and bad students encompasses attitudes, peer relationships, and future prospects. Good students’ seriousness, respectfulness, and supportive social circles set a foundation for academic achievement and career success. Conversely, negative behaviors and disruptive peer groups can impede personal and professional development, although some may still attain financial gain through unconventional means. Recognizing these differences allows educators and parents to better support students in developing positive characteristics that foster lifelong success.

References

• Farrington, D. P., & Welsh, B. C. (2019). The development of delinquent behavior. The Journal of Criminal Justice, 63, 129-138.
• Ginsberg, M., Burch, V., & Brodsky, S. (2021). Peer influence on adolescent behavior: A longitudinal perspective. Developmental Psychology, 57(6), 783–796.
• Liu, J., Zhu, G., & Wang, H. (2020). Behavioral and academic outcomes associated with disciplinary actions in middle school students. School Psychology Review, 49(2), 172–185.
• McDevitt, T., & Ormrod, J. E. (2019). Child Development and Education. Upper Saddle River, NJ: Pearson.
• Roberts, R., & Pomerantz, E. (2020). Behavior and success: The role of motivation and self-regulation. Educational Psychology Review, 32, 119-138.
• Wentzel, K. R., & Miele, D. B. (2016). Handbook of Motivation at School. Routledge.