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    "School Is Bad For Children?" Outline I, Introduction

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    Thư Anh
    1) The document presents an outline for an argument that school has negative impacts on children's mental health and behaviors. 2) It argues that the exam-focused education system causes students stress and that verbal punishment by teachers can negatively impact academic performance and mental health. 3) It also argues that the competitive environment can lead to increased cheating by students and that bullying is common in schools, which can influence children to engage in risky behaviors like stealing.

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    "School Is Bad For Children?" Outline I, Introduction

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    Thư Anh
    21 views3 pages
    1) The document presents an outline for an argument that school has negative impacts on children's mental health and behaviors. 2) It argues that the exam-focused education system causes students stress and that verbal punishment by teachers can negatively impact academic performance and mental health. 3) It also argues that the competitive environment can lead to increased cheating by students and that bullying is common in schools, which can influence children to engage in risky behaviors like stealing.

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    Outline-4B-draft-2

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    1) The document presents an outline for an argument that school has negative impacts on children's mental health and behaviors. 2) It argues that the exam-focused education system causes students stress and that verbal punishment by teachers can negatively impact academic performance and mental health. 3) It also argues that the competitive environment can lead to increased cheating by students and that bullying is common in schools, which can influence children to engage in risky behaviors like stealing.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    21 views3 pages

    "School Is Bad For Children?" Outline I, Introduction

    Uploaded by

    Thư Anh
    1) The document presents an outline for an argument that school has negative impacts on children's mental health and behaviors. 2) It argues that the exam-focused education system causes students stress and that verbal punishment by teachers can negatively impact academic performance and mental health. 3) It also argues that the competitive environment can lead to increased cheating by students and that bullying is common in schools, which can influence children to engage in risky behaviors like stealing.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Name: Pham Anh Thu

    Class: 17E3

    “School is bad for children?”

    OUTLINE

    I, Introduction

    - Thesis statement: It’s believed that school is an appropriate place where children can
    develop; however, in my opinion, school is not a best place for students due to its
    negative impacts on both children’s mental health and behaviours.

    2, Body:

    a, Mental health

    - Exams in school make students stressful:

    + The important role of high score.

     Example: In China, gaining high scores in tests plays a crucial roles in student’s
    life since scores are regarded as the only thing which can prove children’s worth.
    Both teachers and parents evaluate their children’s abilities through test results =>
    high score: encouragement, low score: get punish.

    => Students are under presser from their parents, teachers. All day they have to cope
    with a large amount of exercises (half a Chinese students’ books are exercise book, spent
    4-5 hours per day to get the courses’ purposes) (Kirakpatrick & Zang, 2011)

    - School-age children suffer from verbal punishment at school:

    + Students reported that their teachers often use negatives words as a punishment to
    correct their misbehavior
     Evidence: Some teachers speak rude words to their students: donkey, stupid, goat,
    and ugly (Elbla, 2012)

    => Children who experienced verbal punishment often had poor academic
    performance (lack of concentration at school, difficulty in reading, writing) ;
    moreover, they felt upset and aggressive (Elbla, 2012)

    b, Behaviours
    - Cheating becomes more and more common
    + In the exam-oriented education system, in order to prove their worth, students have to
    gain high score in the tests. They need to learn and remember a lot of abstract theories to
    pass the exam.
    + The competitive educational system where top students get the better chances than the
    lower.
    + Students do not have enough time to prepare for too many tests.
    => Students choose to cheat.
    - Students are bullied at school, which leads to negative influences on children’s
    behaviour
    + Students are frequently bullied by their peers at school
     Example: Students are bullied at least once a week. (Rigby, 1997)

    + Victim will steal money and become more violence to avoid being bullied

    Example: To avoid bullies and avoid injury, victims may request or steal extra money
    from family members => Victims will obey and steal their relatives’ money. At night
    victims may experience difficulty sleeping and have nightmares (McNamara &
    McNamara, 1997). Victims are more likely than non-victims to bring weapons to school
    to feel safe or to retaliate (Brockenbrough et al., 2002).

    3, Conclusion:
    Going to school is regarded as a good way for children to gain knowledge and develop
    their abilities; nonetheless, sometimes we are likely to neglect the negatives effects of it
    which are not good for children.

    References:

    Kirkpatrick, R., & Zang, Y. (2011). The negative influences of exam-oriented education
    on Chinese high school students: Backwash from classroom to child. Language testing in
    Asia, 1(3), 36.

    Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., Iver, D. M., & Feldlaufer, H.
    (1993). Negative effects of traditional middle schools on students' motivation. The
    elementary school journal, 93(5), 553-574.

    Rigby, K. (1999). Peer victimisation at school and the health of secondary school
    students. British Journal of Educational Psychology, 69(1), 95-104.

    Smokowski, P. R., & Kopasz, K. H. (2005). Bullying in school: An overview of types,


    effects, family characteristics, and intervention strategies. Children & Schools, 27(2),
    101-110.

    Thornburg H.D., & Jones, R.M (1982). Social characteristics of early adolescents: Age
    versus grade. Journal of Early Adolescence, 2, 229-239

    McNamara, B., & McNamara, F. (1997). Keys to dealing with bullies. Hauppauge, NY:
    Barron’s.

    Brockenbrough, K. K., Cornell, D. G., & Loper, A. B (2002). Aggressive attitudes among
    victims of violence at school. Education & Treatment of Children, 25, 273–287

    Elbla, A. I. F. (2012). Is punishment (corporal or verbal) an effective means of discipline


    in schools?: case study of two basic schools in greater Khartoum/Sudan. Procedia-Social
    and Behavioral Sciences, 69, 1656-1663.

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