Academic growth is really subjective. There are many variables that go into the process of what is considered “academic growth.” Academic growth is really subjective. Teachers have different opinions about what is best for students. Some experts believe that the subjectiveness of growth will lead to greater variety in student learning.
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As educators, it is easy to forget that academic growth is really subjective. It’s okay for students to say, “I’m doing well in this class” or “I’m struggling with this class.” The problem lies in when these statements become self-fulfilling prophecies. If you tell your students that they are struggling academically, they will most likely believe that they are not doing well and that their schoolwork isn’t going very well.
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Sometimes we may think we are improving in our academic growth but it is really subjective. Our plans to take classes can be different, what counts as a passing grade differs from institution to institution, and our efforts in college can differ depending on the course or degree field. It is important to realize that there is no right or wrong way of tackling college!
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Academics sometimes find it difficult to measure growth. It can be difficult to know how well we’re doing because we’re constantly changing and evolving as people and as students. Some say that the only way to gain true academic growth is through experience, but I don’t agree with that. There’s no such thing as a “perfect” answer or a certain way of learning everyone needs to do things their own way.
Academic growth is really subjective! That’s because student progress is different for everyone. This could be because of personal motivation, skill, or lack thereof. Sometimes it might be due to the difficulty of the material, the difficulty of their school’s curriculum, or even their social situation at home.