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One pupil's best may be another pupil's worst. One can expect no more than that every pupils should do his best at all times. Some will have much greater intelligence and intellect than others; some will have greater powers of application and perseverance. Some children will have none of these attributes, but the... 顯示更多 One pupil's best may be another pupil's worst. One can expect no more than that every pupils should do his best at all times. Some will have much greater intelligence and intellect than others; some will have greater powers of application and perseverance. Some children will have none of these attributes, but the teacher must encourage all pupils, whether naturally bright or dull, keen or lazy, always to do their best.
Encouragement is a human need. Those who need it least are those who are effortlessly successful, but even these lucky ones welcome recognition of their success. Less fortunately endowed children will step up their efforts if offered encouragement and proof of their efforts. Similarly, incorrigible slackers can be roused from their lethargy if shown evidence of their slipshod ways.
From the pupil's point of view marks are a ‘must’. Children like to be given marks for their work. Coupled with the appropriate comments from the teacher they acts as an incentive and a reward to the ‘triers’, a warning to the slackers. They are also important evidence to the child that the teacher is taking the trouble to correct his work and assess its value.
From the teacher's point of view it is impossible to keep a complete record of each child's work. It is not necessary to give a mark for every single piece of written work the child does but the teacher must correct most of his written work and allot marks for most of the work the pupil does in each subject each week. If these marks are entered in a mark book they enable the teacher to assess the child's progress the more easily. Bearing in mind the individual child and the fact that 5 marks out of 10 is very good for one and very poor for another, the teacher who knows his children can tell at a glance whether the child has worked hard over a period of time, or drifted along, or simply idled away his time.
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