No Zero Policy Essay

In most schools in many states, teachers and p atomic number 18nts consider a horizontal surface of cypher acceptable for rudimentary home perish. It is common for teachers to give vigours for late or slacked kill assignings. Unfortunately, few teachers or parents question the utilizefulness of the consequence, and assimilators continue to reap the consequences without benefit. big(a) zeros as an punished measuring stick produces failure quite a than performance. Administrators conjure up the fact that raising questions about grading procedures could induce powerful stirred responses from all the teachers. Even when school policies exist, teachers often deviate from the prescribed touchstone to reflect the teachers personal preferences for evaluating pupils. Grading policies normally let out from teachers personal school experiences without questioning or considering the validity of the process.Most teachers scoff that grades are a measurement of acquirement and shou ld reflect the effort of the bookman rather than the knowledge. However, many grading policies promise zeros for things like not doing homework, having incomplete or late assignments, being tardy, coming to class without books, chewing gum, or failing to follow through with any other required schoolroom rules. Unfortunately, many teachers combine appearance issues with a students academic measurement. Giving zeros for behavior issues is an inaccurate reflection of the students academic performance. Academic measurement should only measure knowledge.A zero is a mathematically labile measurement as the normal grading scale for most school. Conant employ the unbalanced tipped scale for veritable performance classes. Letter grades usually comport a ten point range or less. For instance, A would be 90-100, B is 80-89, C is 70-79, D is 60-69. Using this method, an evaluation for an F should be F as 50-59. It is not required for the F to reserve 59 points (0-59) while all other gra des carry 10 points. An A averaged with an F should accommodate a C. However, if the A is 100 and the F is 0, averaged they adapted a 50 which is still an F.Teachers usually use zeros to spark off students to do better. However, zeros kill motivation. Two zeros, whether just or unjust, can deflower a good average. Zeros produce a sense of hopelessness and certain failure. Many students fail courses due to a lack of organisational abilities rather than defiance. When teachers give zeros for homework assigned for extra credit rather than for the existent learning process, they are using grades as a behavior punishment. written text a failing grade for assignments not intended for the means of sincere knowledge is not reasonable. Assigning zeros for homework issues is especially common for students with organizational issues and dysfunctional homes that lack parental support.The grade of a zero does not benefit the motivation of a childs education. Students through sloth take z eros as an easy way out of doing the assignment. Students often keep off assignments like research papers, essays, and reports by taking a zero sooner of doing the work. The student barely passes to the next grade without having gained these vital learning experiences. Students with organizational problems do not increase performance skills through the automatic zero. neither does the automatic zero help students who do not understand the assignment gain the knowledge intended. In fact, the automatic zero threatens failure.Teachers need to use logical consequences rather than a full bl proclaim zero when work is not completed. There are several possible alternatives to bounteous a zero. The school can include tardiness and other behavior issues in its own discipline policy rather than in the grading system. If the teacher moldiness give a failing grade, give a grade no more than ten points lower than the last passing grade to make the measurement equitable.The teacher can have a homework detainment hall after school to help those who struggle with completing assignments. The student receives a grade of incomplete until the student completes major assignments such as research papers, essays, and reports. The final average for the term is recorded only when the assignments are all received and graded. The student cannot earn credit for the course until these worthy assignments are completed and turned in. A minimal passing grade would be appropriate for extremely late assignments.For many years teachers have followed grading procedures learned from their teachers without evaluating their effectiveness or appropriateness. Grades should measure academic learning not the slacking effort of the student, for they may have their reasons. Receiving a zero for not putting your name on a paper or failing to do homework does not reflect a students lack of knowledge. Zeros promote failure rather than the student gaining more knowledge. Three 100s averaged with one ze ro gives a take of 75. The zero forces failure and is not an evenhanded measurement of learning. Anything that is inequitable is unjust. If it is unjust, it is unethical. Therefore, giving zeros as an academic measurement is not proper to the safe learning environment of High Schools.