I ran accross the entry below while roaming one of the online dictionaries (itu, eksi, uludag etc.). A teacher shared one of his student's message to the teacher:
öğretmenim sınavı kolay yapmışsınız teşekkürler ama herhalde oooo 6 sorum yanlış ben de on soruda işallah on yaparımda 100 alırım diye çok istedim çok dua ettim tenefüslerde çalşstım ama işte 100 alamıcam ama belki osoruda doğru işlemler varsa bildiğim kadar 4 puan yada 1 veya 2 puan alırım ama ço çok çok çok istedim 100 almak öğretmenim işlllah 100 alırım yani 100 bekliyorum işllah alrım çok ama çok istiyorum öğretmenim işllah 100 alrım buarada sınav öncekine göre kolaydı çok teşekkkürler sizi çok seviyorum işllah 100 alrım bide orada 6 sorum demişim ooo 6. sorum işllah 100 alım alrım aslıda öğretmenim benim oo 6. sorum daha bitmemişti ben de hemen oo sayıyı yazdım neyse olsun beliki o işlemlerden yarı pan alrım işşalah 100 alrım
sdfsdfds 92 aldı.
Here I realized that even if 92 is a really satisfactory score, the student deliberately emphasized the score 100 so that the teacher gives him/her 100 even if s/he did not deserve. In humanistic learning environments that we have discussed earlier, students appreciate their selves as they are, and they are happy with their abilities and skills. They are not afraid of doing mistakes. On the contrary, they see mistakes as opportunities to improve their selves. In addition, in humanistic classrooms, students work cooperatively. There is collaboration rather than competition. We can understand from the sentences of this child that the school environment that s/he is in seems to be competitive, and the grade 92 is not enough for making s/he happy and feel satisfied. Being satisfied as a person is the key step for proceeding. Unhappy individuals may not find enough motivation to go forward. If this child thinks like "I prayed and prayed, I even studied in breaks, I mailed to teacher even, but still I could not get 100. It means that I am not successful at all.", and does not learn that 92 is a really satisfactory result, s/he might not study hard for the next exam. In short, we should make them aware of their exact potential, and be happy and satisfied what they have.
started by Erdem Uygun on 14 Dec 12
5.sınıf öğrencisi.
sınav kağıdına yazmamış da face'den mesaj atmış(devir değişti tabi)
öğretmenim sınavı kolay yapmışsınız teşekkürler
ama herhalde oooo 6 sorum yanlış
ben de on soruda işallah on yaparımda 100 alırım diye çok istedim çok dua ettim
tenefüslerde çalşstım
ama işte 100 alamıcam
ama belki osoruda doğru işlemler varsa bildiğim kadar 4 puan yada 1 veya 2
puan alırım
ama ço çok çok çok istedim 100 almak
öğretmenim işlllah 100 alırım
yani 100 bekliyorum işllah alrım
çok ama çok istiyorum öğretmenim
işllah 100 alrım
buarada sınav öncekine göre kolaydı çok teşekkkürler sizi çok seviyorum
işllah 100 alrım
bide orada 6 sorum demişim ooo 6. sorum
işllah 100 alım
alrım
aslıda öğretmenim benim oo 6. sorum daha bitmemişti ben de hemen oo sayıyı yazdım
neyse olsun beliki o işlemlerden yarı pan alrım
işşalah 100 alrım
sdfsdfds
92 aldı.
Here I realized that even if 92 is a really satisfactory score, the student deliberately emphasized the score 100 so that the teacher gives him/her 100 even if s/he did not deserve. In humanistic learning environments that we have discussed earlier, students appreciate their selves as they are, and they are happy with their abilities and skills. They are not afraid of doing mistakes. On the contrary, they see mistakes as opportunities to improve their selves. In addition, in humanistic classrooms, students work cooperatively. There is collaboration rather than competition. We can understand from the sentences of this child that the school environment that s/he is in seems to be competitive, and the grade 92 is not enough for making s/he happy and feel satisfied. Being satisfied as a person is the key step for proceeding. Unhappy individuals may not find enough motivation to go forward. If this child thinks like "I prayed and prayed, I even studied in breaks, I mailed to teacher even, but still I could not get 100. It means that I am not successful at all.", and does not learn that 92 is a really satisfactory result, s/he might not study hard for the next exam. In short, we should make them aware of their exact potential, and be happy and satisfied what they have.