Essay on Better Students Performance

In the contemporary world, there are significant steps incorporated to improve students’ performance. Some steps help to outdo the challenges that are faced in the academic setting. The common challenge that I have faced as a teacher is meeting a student who was a little behind in academics and needed extra support. With the steps identified as possible to improve students’ performance, it is essential to incorporate every step. By researching the steps as a teacher, techniques that could be used to implement the steps were identified. Besides, there was the necessity of listing the steps in the sequence of their importance. Though there are various challenges faced in academics, teachers have to discuss the steps that could respond to students who were behind.

First of all, teachers can help students left behind by giving feedback for both correct and all incorrect answers. According to Zhang et al. (2021), teachers can help learners build metacognitive skills by providing consistent feedback. Teachers need to ensure students get feedback on correct and all incorrect answers. If students reflect on inappropriate answers, they can identify as well as address knowledge gaps. Feedback given on incorrect answers plays an important role because of the hypercorrection effect. As a result, students can understand the topic they were taught and help teachers move fast into the next topic. Thus giving feedback for correct as well as incorrect answers helps students who are a little behind.

The second step to help a student who is little behind is taking time for efficient elaborative feedback. Students left behind to benefit from correct as well as elaborative feedback (Cheah & Li, 2020). The correct answers feedback lets a learner know whether he got the query right. As a result, elaborative feedback explains to the student why a certain answer is considered correct. By this, the student can transfer the knowledge fast to a new context. For instance, in history class, the student can explain why the answer was correct by reviewing definitions, major historical dates as well as clarifying differences in historical events. Therefore, student’s little behind can be helped by taking adequate time in elaborating feedback.

Besides, students little behind can be helped by making learning challenging. According to research, when practice and evaluation are challenging to the learners, metacognition and performance improve academic performance. For instance, frequent mini-questions have a more positive effect on recall and performance than daily worksheets. Also, students little behind should read chapters before introducing as it helps them understand and recall easily. More so, when a student is left a little behind reading something frequently, they have the confidence. Teachers can challenge student’s behaviors by showing them how to use the right retrieval methods and quizzing them more often. Students little behind can be helped by making learning more challenging.

Overall, there are significant steps that can help students left little behind to perform better. The student can be helped by providing feedback for both correct well as incorrect answers. When students reflect on incorrect answers, they identify as well as address knowledge gaps which helps them to catch up with other students. Also, a student left behind can be helped by making learning more challenging. Therefore there are significant steps that can be used to help a student left little behind to do better and improve academic performance.

References

Cheah, S., & Li, S. (2020). The Effect of Structured Feedback on Performance: the Role of Attitude and Perceived Usefulness. Sustainability, 12(5), 2101.

Zhang, W., Zhang, D., & Zhang, L. J. (2021). Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks. Sustainability, 13(11), 6275.