Teachers' salaries should be based on their students' academic performance.
Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
In some spheres of learning, the academic performance of students is considered the determining factor of the teachers' salaries. On the other hand, some other schools of thought might posit that teachers' renumerations should be independent of their students' academic performance. After weighing available evidence, I disagree that teachers' salaries be fundamentally based on the performance of their students.
Those who posit that teachers be renumerated based on the academic performance of their students fail to acknowledge a basal fact - more often than not, teachers do not have control over the type of students they get. This singular fact implies that the avenue for judging different teachers will not offer a level playing ground. Teachers are mainly employees that are assigned to do the job of teaching and while they have a responsibility towards their students, there is only so little that can be achieved when such students have no motivation by themselves to do well. It mirrors a popular African axiom that: "You can only take a horse to the river; you cannot force it to drink water". These students - the "horse" in this case - can only be provided with the tools and methods that would enable them excel; the real job of excelling is totally within the province of the student, not the teacher. On the other hand, a teacher who is sometimes remiss in discharging his duties may be fortunate enough to get highly motivated students who would employ all means to come out in flying colors. If this two teachers are rewarded based on the performance of their respective students, it is clear that the renumeration they each get is not representative of their individual performance.
Furthermore, a teacher in charge of teaching a minute quantitative aspect of an art science will have little job to do if he gets students that possess sound quantitative abilities. Such students do not necessarily need the lessons thought by the teacher in order to excel at the subject. If the teacher is judged based on the performance of such students, he would definitely get a very high salary compared to his counterpart that had to teach students that have very poor mathematical skills. As such, the performance of the students is not indicative of the performance and effort of the teacher.
However, there are certain cases whereby better results are achieved by fundamentally basing the teachers' salaries on the students' academic performance. This method can be employed as an incentive to boost productivity of the teachers by pushing them beyond their comfort zone. This approach also fosters a competitive environment which subsequently leads to teachers sitting up and being serious with the work that they are hired to do.
Overall, there are benefits to both schools of thought and they each have scenarios where they are best matched to. While there are a myriad of shortcomings that could result from assuming students' performance as a benchmark for teachers' salaries, there are definitely use cases for it albeit small.
| Post date | Users | Rates | Link to Content |
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| 2023-10-24 | raghavchauhan619 | 62 | view |
| 2023-10-04 | sunnyojh | 66 | view |
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| 2023-09-27 | seoul_milk | 83 | view |
| 2023-08-18 | tyagi_utkarsh1 | 58 | view |
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Grammar and spelling errors:
Line 5, column 134, Rule ID: THERE_RE_MANY[3]
Message: Possible agreement error. Did you mean 'myriads'?
Suggestion: myriads
... are best matched to. While there are a myriad of shortcomings that could result from ...
^^^^^^
Line 5, column 189, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...comings that could result from assuming students performance as a benchmark for teachers...
^^^^^^^^
Transition Words or Phrases used:
also, furthermore, however, if, may, so, well, while, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.5258426966 133% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 5.0 14.8657303371 34% => More conjunction wanted.
Relative clauses : 20.0 11.3162921348 177% => OK
Pronoun: 48.0 33.0505617978 145% => Less pronouns wanted
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 16.0 12.9106741573 124% => OK
Performance on vocabulary words:
No of characters: 2566.0 2235.4752809 115% => OK
No of words: 499.0 442.535393258 113% => OK
Chars per words: 5.14228456914 5.05705443957 102% => OK
Fourth root words length: 4.72634191566 4.55969084622 104% => OK
Word Length SD: 2.94349521163 2.79657885939 105% => OK
Unique words: 244.0 215.323595506 113% => OK
Unique words percentage: 0.488977955912 0.4932671777 99% => OK
syllable_count: 796.5 704.065955056 113% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 42.1656803377 60.3974514979 70% => OK
Chars per sentence: 135.052631579 118.986275619 114% => OK
Words per sentence: 26.2631578947 23.4991977007 112% => OK
Discourse Markers: 3.73684210526 5.21951772744 72% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.287267075565 0.243740707755 118% => OK
Sentence topic coherence: 0.100475290666 0.0831039109588 121% => OK
Sentence topic coherence SD: 0.0575935446967 0.0758088955206 76% => OK
Paragraph topic coherence: 0.169557576218 0.150359130593 113% => OK
Paragraph topic coherence SD: 0.0817155205051 0.0667264976115 122% => OK
Essay readability:
automated_readability_index: 15.9 14.1392134831 112% => OK
flesch_reading_ease: 45.09 48.8420337079 92% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 12.83 12.1639044944 105% => OK
dale_chall_readability_score: 8.63 8.38706741573 103% => OK
difficult_words: 117.0 100.480337079 116% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.