Ranking, rewarding and penalizing teachers on the basis of student performance increases the academic burden on students and is unfair to teachers.

1.Single evaluation is not scientific.In feudal society, talents were selected through the imperial examinations, and some commoners' sons and daughters were able to participate in the governance of society, breaking the undesirable situation of the aristocracy monopolizing education, and the imperial examination system did play a positive role at that time. Now that we have entered a new era of socialism, it is really backward to evaluate students and teachers purely on the basis of their grades. The evaluation mechanism needs to be improved. If student grades are used to measure the quality of a teacher's teaching, it cannot simply be determined by examinations. Different classes, different children, different foundations, different endowments, how can we use a ruler to measure the end? Schools can not do absolute balance in class division, certainly some classes of children's academic performance is better, some classes of children's academic performance is poorer, there are also classes of poorer students more. School administrators, lazy thinking, in order to save trouble, just look at the average class score, who's class average score is high, the quality of teaching is high; who's class average score is low, who's quality of teaching is poor, is really unfair. Who can draw a good class, who is lucky, who received a poor class who will be unlucky, a year or even a few years do not want to turn around. Schools for poor students, to set up progress awards. Should establish a file of poor students, in each test, as long as the child's academic performance has a little progress, should be given praise, the teacher should also be rewarded, so that the teacher will not give up the poor students, the children in the class can make progress together, common growth.

2.Comprehensive assessment is fundamental. China has been implementing quality education for more than three decades, and it seems out of place to use a single examination result to evaluate students and teachers. Schools want to cultivate children into moral, intellectual, physical, aesthetic and laborious all-round development of socialist builders and successors, we can not use test scores to evaluate. Children, and in turn teachers, should be evaluated in the five areas of ethics, intellect, physique, aesthetics and labor. Nowadays, schools are only focusing on grades and not on moral education. This can be seen in this New Crown Pneumonia pandemic. Can it not be worthwhile for us to reflect on the fact that individual foreign students, and what writers and professors as well, have made some reactionary remarks and slandered the Motherland and the people? Ideological and political education should come first. There are also sports, aesthetic education, labor skills and other comprehensive assessment of teachers and students, to focus on children's behavioral practices, not just focus on book knowledge. Comprehensive assessment of the overall quality of the students, so that the class of various teachers, contact each other and coordinate with each other, only the overall level of the class of children to improve, the teacher can win awards, so that we can also reduce the child's excessive burden of schoolwork.

In short, children learning in school, to moral education first, comprehensive development, focus on practice, comprehensive evaluation.

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Any analogy is lame! Ranking and rewarding and punishing tenured teachers on the basis of student performance certainly has an unreasonable element. However, if the school leader mainly to the paper lined up rankings to calculate the performance pay, I think such a principal is already open-minded, a heart for the public. The author personally saw a principal in the teacher moral 10 is such a fight, the highest 10, the lowest 7, the school did not come out of any teacher moral aspects of the problem, nor any teacher found any teacher moral problems. In addition to the quality of teaching is counted, the rest can completely follow the feeling, tightly pull the hand of the dream! Some people say that attendance is always real by real! Is that so? Some people take a leave of absence not recorded is, some people take a leave of absence all recorded is! Do you know who doesn't go to school for business or personal reasons? Meetings are so frequent nowadays, do you have to report to you when someone goes out? Do you teach every day or do you dare to do nothing? I do think that student achievement to rank and reward and punish teachers, although not perfect, but is the best way! I would rather believe in unreasonable data, not all believe in the fairness and integrity of individual public servants. Both in the heavy burden of students, that there is no high-handed solution to the problem. I remember a central school principal said in a report, junior teachers, can not be equipped with each subject is excellent teachers, if so will fight the time war, more conflicts, more trouble. One by one, the responsibility of the students exhausted, but the promotion rate is low! I continuously served as a junior graduating class class for 26 years, three times the same teaching two classes of language, but also teach language, math, history and other subjects, change subjects not change. Only one term as a junior class teacher, the rest are subject teachers. Mostly language and history. If you are also with some teachers exclusively rely on mo time to improve the quality of teaching, then you either poor quality, or exclusively with colleagues to start a war, you can go to the whole of their own class, do not drag a minute on the high incense! You must be only on the regular class, basically to ensure that the quality of teaching and even get a ranking, so that you can be a subject teacher for a long time! I do think that teachers who don't work overtime and have above average or even top grades are the best teachers! Those who specialize in squeezing the students' rest time, and even squeezing the teaching time of colleagues, set homework is more than twice the normal situation of some of the best teachers, if all such excellent teachers with the teaching of graduation classes, fell into the above situation of the principal of the central school said, each of them will not be able to get by! China is a humane society, teaching ability of teachers is not necessarily high emotional intelligence, and not necessarily all according to the principal or powerful people of the north needle! Weak teaching ability is not necessarily poor interpersonal relations, make a little bit of insignificant achievements can also be artificially amplified, the same former achievements may also be narrowed. I have personally seen a general meeting are red teachers and an ordinary teacher for the first time than the quality of teaching points (the first time to use the name of the teaching quality points since the current job), the teacher's points are only a little-known teachers half of the points. This is because the leader, in order for the famous teacher to keep his rank, teaches only one class of mathematics each time, while the other average teacher often teaches one class of language plus three classes of history! Even if the former was first in every period (which was actually impossible with more than twenty classes in the whole town!) ), and the average teacher, three classes of history is sometimes one, two, three in the town, plus language! One year is equivalent to three years of rank! Counting rank points is not subject-specific. In the end, the famous teacher barely scored 18 points (in the town than, and not low), but the leader's mind to make up the number of teachers points 36 points! Finally, the leadership only in the fact that the name before another transfer target to let the same on the first in the middle. This is a matter of decades! Public opinion can be controlled! People's feelings are inaccurate!

Ranking and rewarding teachers by students' performance is a consistent practice of schools and higher authorities, and the so-called existence is justified, and the answer to the question of whether or not it will aggravate the academic burden of students is in the affirmative.

So, does it make sense for teachers to be tested this way?

Nowadays, in order to achieve results, schools have set up all kinds of assessment standards for teachers, including: moral character, teaching skills, further training, teaching performance, total workload, all kinds of skills competitions, attendance and other aspects of the assessment. One of them is the assessment of students' performance, which is used to measure the teacher's good grade.

For example, the results of the quality sampling test for elementary schools, the promotion test for junior high schools, and the college entrance examination for senior high schools are all hard indicators for assessing teachers. Nowadays, there is also a breakdown of unit exams, monthly exams, mid-term exams, academic level pass exams, final exams (quality exams), and various student competition exams held by the province, city and county.

These assessments, economically developed areas directly linked to bonuses, economically underdeveloped areas, excellent teachers issued a certificate of appreciation to encourage. For the appraisal of the teacher lagging behind the light of the General Assembly criticized, or write a review of the whole school public review. If you are always at the bottom of the list, it is very likely that you will not pass the test, and this is especially true for private schools.

Teachers of various subjects will also continue to squeeze students' non-cultural time and end-of-school time in order to go up in their own subjects, for example, leaving students for tutoring, with remedial and pull-out training in a variety of ways.

Then, this kind of assessment is more like the business management model, in fact, the assessment of schools by their superiors is also like this.Therefore, one of the assessments of teachers in schools is the assessment of students' performance, which is a hard indicator! There is no such thing as reasonable or unreasonable, existence is reasonable.

Will the academic burden of students be increased through such an assessment?

Now many parents are complaining about the amount of homework students, homework every day to do twelve o'clock to barely complete; there are also complaints, parents have to accompany their children throughout the reading, checking homework, correcting mistakes, checking memorization, mimeograph, homework signing and confirmation must be to ensure that the child's homework accuracy.

Parents are in agony and it is the students' marks that are behind it all. If a child's marks are dragging the class behind, the class teacher and subject teachers will inevitably ask the parents to step up their supervision of the child's studies.

Also, some teachers will additionally ask parents to buy other tutorials for their students in order to strengthen their practice, so students have a lot of homework, no after-school time, no weekend time, and all their time is spent on studying.

Therefore, all these will add to the burden of students and parents, and behind all this is the baton of assessment directing the teaching behavior of teachers.

To summarize, the management method of assessing teachers by students' performance is low-cost and quick for administrators. For teachers, there is only acceptance, not unreasonable. For students, the academic burden must be heavy, after all, now the admission or score priority. For parents, you may have to worry about your child's studies and future!

I am.@Autumn Thoughts Travel FarTeacher, focused on education, committed to teaching! Looking forward to your valuable comments, if you like, welcome to comment, retweet, attention!

Thank you. Performance pay in schools is largely based on a teacher's teaching performance.

At the end of each exam, teachers have in their hands the average score, excellence rate, and passing rate rankings of the classes taught by each subject teacher for the entire year.

The state of the nation is such that every teacher is afraid of falling behind and is looking for ways to improve the academic performance of their students. Learning achievement is generally proportional to the time spent, so the teacher has to leave more homework. After all, brushing up works.

Students are really stressed out right now, I've heard that some upperclassmen are starting to learn at night until 12:00 p.m. This I've heard comes from a source, it's a parent's response in one of my gnosis Q&A's, it's not a rumor.

My grandson's third grade homework is sometimes an hour and a half every day. I think a half hour of homework is fine, ten minutes a subject.

It would be great if we didn't have to evaluate teachers by their grades. When I was teaching in my hometown, it was 1983 to 1993, and I was teaching math at a general education high school. At that time, our teacher's teaching environment is better, after the examination to fill in the examination situation analysis form, we are not everyone count the average score, just the group leader counted, the other teachers around the group leader counted out the grades up and down almost fill in. The school also does not focus on your teaching performance, but focus on your teaching process, teaching attitude.

Teaching seminars were held with the participation of all the teachers of the two classes, analyzing one by one which subject was the strength and which was the weakness of the students who had hopes of taking the exam (we called them "marginal students"), and the teachers of the weak subjects had to arrange time for individual tutoring for the students. In those days, there was no tutoring fee, and teachers were obligated to do their job. Our leaders generally did not look at your individual teaching level, but rather which class had more students who passed the exam. It was all about teamwork and really working for the good of the students.

This way the overall evaluation is a team that pays out high school bonuses generally with similar bonuses for teachers in the same class. This rarely produces each subject teachers grab time for their own subjects, but for the students to be able to go to college.

Thanks for the invite.

You asked a question that I have been thinking about as well.

We face the same kind of assessment in colleges and universities, not only in terms of studies, but also in terms of student rewards and punishments, further education, employment, etc. All of these are part of our assessment.

Frankly, to this day I don't understand it. But the point is that with so much work in front of you, theYou couldn't have found a better way to prove that you're good.

We also have a one-vote veto system.

For example, if a student has a safety accident, no matter what the reason is, it is directly vetoed by one vote, and it is useless to do anything else, no matter how much or how good it is. You go to say that the students themselves jumped off the building, their own disobedience to go play in the water accident, their own illegal and criminal? This is useless, as long as the problem, must be implicated.

It's like the recent clustered new crown outbreak in Harbin. Was it because the deputy mayor in charge did not ask for it and did not manage it? It is very clear in the briefing that it was the doctors of the two hospitals who were negligent, but the deputy mayor in charge was subject to party disciplinary action and a national notification.

It's the same with teachers. What do you say you're good at, and what do you rely on? By your grades.

Of course, we see that the quality of students is different and the difficulty of management is also different, so for different majors, we have different assessment weightings. In doing so, we try to demonstrate fairness.

I think it must be the same for you guys. Is it possible for you to compare the grades of an average class, or even an art student class, with a key class? So, schools don't compare that way either.

To sum up, appraising a teacher through grades is the best way that can be thought of at the moment, and it is also a means to motivate the teacher to improve.

Student achievement is a part of teachers' teaching performance, and rewarding teachers with outstanding teaching performance should take up a large proportion of the total, just as if farmers were planting their land, and only by playing more food can we show that the effect of planting food is good. However, if the purely student achievement to reward and punish teachers, and even student achievement to determine the teacher's merit promotion, which is caught in the "only score" theory of the strange circle, will inevitably increase the burden of students' schoolwork.

The reason lies in the fact that the method of evaluating students' performance in some schools is not scientific and fair. Some schools, when evaluating teachers' teaching performance, do not look at the starting point, do not look at the process, and only use a point and two rates of students' final test scores (average score, excellence rate, pass rate) to rank teachers, such an evaluation seems to be easy to operate, but in fact, it is not fair to teachers.

This is because students' performance is affected by a number of factors, one of which is the basic level of the students at the time of enrollment. If the students' basic level is very poor at the time of enrollment, it is difficult for them to achieve desirable results in the end, no matter how hard the teachers of the classes try. Some classes with a poor foundation, with the efforts of high-level teachers, have made progress, but not enough to compete with classes with a good foundation. Can you conclude from this that the teacher's teaching standard is poor?

In view of this, the Ministry of Education's newly launched education evaluation reform program requires the implementation of "value-added evaluation" of teachers' teaching performance, in order to break the circle of the "score-only" theory, and to guide schools to pay attention to the starting point when evaluating teachers, focusing on the process, and to see how much progress teachers make in improving the academic performance of students, rather than just looking at one point or two rates. When evaluating teachers, schools will be guided to focus on the starting point and the process, and to look at the extent to which teachers can improve students' academic performance, rather than just looking at one or two points. It is hoped that this "value-added" evaluation program will be implemented in grass-roots schools as soon as possible!

I am happy to answer this question, personal opinion, inappropriate welcome "attention" homework continue to exchange!

Reasonable. The teacher's responsibility is to make the child learn well. Let the child learn well, must find ways to improve the child's enthusiasm, initiative and interest in learning in the actual teaching. And not just for the sake of one-sided pursuit of grades and grades, increasing the child's learning pressure and burden, so that the child to produce an aversion to learning.

This makes more sense. The position of a teacher is to teach students, and poor student performance also reflects on the students and teachers in their teaching activities. That is why teaching students well and achieving results is of paramount importance to teachers.

First of all, I do not agree that teachers should be judged only on the basis of their students' performance. Instead, there should be a comprehensive and scientific evaluation system to evaluate teachers in an all-round, fair and impartial manner. It is unfair for teachers to be judged only on the basis of their students' performance. Some teachers are not necessarily outstanding in teaching, but the students care, good communication, when the class teacher can bring out a unity and harmony of the class; some teachers are experienced in teaching, but in practice, always can not be these advantages into the student's achievements, but they are training young teachers but can give advice, careful guidance, and train a lot of teaching backbone. Ten years of trees, a hundred years of trees, student achievement is not the only standard of talent, a real talent should be moral, intellectual, physical, aesthetic and labor comprehensive development of students, as long as the above aspects of the balanced development of students in the teacher, is a qualified teacher.

In order to make students achieve results and let students brush up a lot of problems, or let students do homework until late at night, the teacher also for correction of homework and laborious, this is a kind of unhealthy, for students is to pull up the seedling to help grow up, in the long run, is not conducive to the healthy development of students physically and mentally. If students are allowed to take the initiative to study on their own in order to improve their own learning, and always maintain a positive mindset, I think this is the success of education and teaching.

Does it make sense to rank and reward teachers for student achievement? Does it add to the academic burden?

I think it's very reasonable that the classroom workload of an instructor whose students are doing well in school is not heavy.

There are many factors that contribute to a student's performance. But a teacher's attitude toward a student can affect the student's attitude toward learning.

In his book, The Road to Purpose, author William Damon emphasizes:Adults outside the family play a key role in a child's development, and one important role is that of the teacher.

As the old saying goes: once a teacher, always a father.

You can see how much influence being a teacher can have on a child.

In the work of education and teaching, it is often found that some children have an aversion to a certain teacher, and it is difficult for him to learn the subject well.

My relative's child hated her math teacher so much in her second year for some reason that the child wasn't interested in math class and didn't do well in it until the eve of college entrance examsStill catching up on math and spending a lot of money on math that isn't working out.

On the contrary, if the child has a good feeling in his heart for the teacher of the class, even if his class is average, the child will do everything possible to learn the class well.

There are good and bad academic results for children. Teachers don't decide that.Teachers, at the very least, influence children's attitudes toward learning through their own attitudes toward them.Get them all to take the lessons you teach seriously.

There are a lot of kids who love literature just because when he was in elementary school, theThe teacher read his essay aloud to the class as a model; some of the children who were good at math did so because once he made a difficult problem, and the teacher happily praised him.

You can see how much a teacher's words and actions affect a child's academic performance.

Classes with high student achievement do not necessarily have heavy student loads.

In our school, the old principal used to emphasize at teacher conferences that we need quality in the classroom for 45 minutes.Teachers are required to prepare their lessons carefully, so as to prepare the teaching materials and the students; to give serious lectures in the classroom, with fewer lectures and more practice; and to categorize homework assignments.

I, as a classroom teacher, have to weigh my students' homework burdens in terms of prioritizing.Students should not be given more homework in total time than is required. Other subject teachers assign more than my language.

I am the senior classroom teacher at my school and deliver the graduating class.Students in our class do not have a heavy class load, but they are among the top performers in their grade level on every test.

There are many reasons for the difference in academic performance in the same grade. But it has to be admitted that the teacher's teaching methods and education methods invariably affect the students' academic performance.

At the end of the promotion examination one year, some classes in the same grade had more than a dozen people who took the examination for key secondary schools, and one class had only two people who took the examination. On the day the students graduated and left school, the children smashed all the desks, chairs and benches in the classroom.to vent your inner dissatisfaction! Who are you upset with? Definitely dissatisfaction with the teachers, especially the homeroom teacher!

This teacher is actually pretty serious about teaching, as far as the problem goesShe can only reflect on it herself!

Conclusion:

Usually, teachers are busy, some teachers are busy with good results; some teachers seem to be quite busy, but the results are not good. People don't look at the teacher's busyness to admit students in the middle and high school exams, they are admitted according to the students' performance. Therefore, it is reasonable to select and reward teachers according to students' examination results, and the burden of students in the class he teaches is not necessarily heavy!