Teachers are entrusted with one of the most important roles in society, helping to educate and to shape the minds of young people. This can be an incredibly difficult task, and often, when a student fails at a task, the teacher sees this failure as a reflection on themselves, and accepts part of the responsibility for this failure. It has been said that there are as many ways to learn as there are students. This presents a very difficult situation for teachers, who are often not capable of catering to all of the unique styles of learning shown by their students. Teachers must make an ongoing and conscious effort to pay appropriate attention to all of these various styles if they want all of their students to succeed. Students who learn by doing, or who are more visual learners may have difficultly grasping difficult concepts in any subject if the material is presented in a simple lecture style, or by reading the material out of a book. As hard as this student may try, the material simply will not "stick" because the delivery method is not appropriate for their learning style. In this case, the teacher must accept partial responsibility for the failure of the student, because although the student is applying themselves and putting forth an effort, the teacher has not succeeded in presenting the material appropriately.

On the other hand, there are also situations where the teacher cannot be expected to take responsibility for their students short-comings. Commonly, when students reach highschool, they are often overwhelmed with the amount of freedom that they are allowed. They are able to leave school grounds during school hours, and teachers are no longer alarmed if a student is not in class. Thus, this new-found freedom often manifests itself as a decline in determination to please teachers, an overall drop in the effort put into school work, and reduced attendance. No amount of planning, preparation or passion shown by a teacher can make up for a simple lack of determination on the part of the student. If the student does not work toward understanding the concepts, it is likely that they will fail at the task at hand. Thus, in this case, the teacher should not take responsibility for the failure of their student, because the student is not giving their school work the effort and attention that it requires to be successful.

In some cases, the teacher must be held responsible for the failure of their students, while in other cases, the teacher should not be expected to accept this blame. Perhaps a determining factor is whether or not the student is displaying an effort to learn. In the case of the student who has put forth their best effort, and is still unable to understand the concepts, the responsibility for their failure lies in the hands of the teacher. However, in many cases, it is the student who is to blame for their own failure because they may be frequently absent from class, or simply not applying themselves and attempting to succeed in school. Thus, the teacher must accept partial responsibility for the failure of their students when the student is putting their full effort into learning, yet is still unable to succeed.

Failure is an inevitable part of the learning process. However, a teacher should not rely on this understanding every time one of his or her students fails to grasp the concept they are teaching. For a teacher to have a student fail, should mean to that they may have failed to teach that student and thus there is room for correction, and improvement in their teaching habits. In a school, students look to the teachers for direction. Teachers tell students what to do and how to do it. If a student is trying to but failing to follow these tasks and the teacher gives up on the student, who is going to show the student how understand what it is that they are doing incorrectly? This then would be a case of a teacher who failed in his job to teach, rather then a student who failed to learn. Therefor it is not always the student's fault when they fail. Thus when a student does fail a teacher may be partially responsible for that failure.

There are many cases however when students have no interest in what they are being taught. In such a case a teacher could do anything and everything within their power to teach a student, but without the attention of that student, very little knowledge will be transferred. This may cause the student to fail. Imagine trying to teach a course in chemistry to a person who is not motivated to learn anything about chemistry and refuses to put in any work to learn it. Such examples are common in high school settings, where some students feel as if they are forced to attend schools. They therefor have little interest in what is being taught and will not likely succeed in learning the material. A failure in such an instance should not be considered the fault of the teacher, and thus the teacher should not accept partial responsibility.

Deciding whether or not a teacher should accept responsibility can be a difficult task. One should understand that it is ultimately the student who will decide whether or not they are going to try to learn. If the student has a keen interest of the subject, but is failing to understand it, then the teaching style is likely the problem that needs to be corrected. In such a case the teacher should claim partial responsibility for the student's short comings. If a student decides that he or she is not interested and that the teacher is waisting their time, then the student is responsible for their final understanding of the subject being taught. Therefor ones effort in learning combined with good teaching should ultamitly result in successful education of students, meanwhile a failure of either the student or the teacher will lead to a failure to educate.

Score: 3.5/6

-Your intro about Hitler is neat, but you don't directly make the connect ion between parents and teachers. Thus it seems a little disconnected.
-Your supporting example is appropriate, but underdeveloped.
-Good refuting paragraph.
-Your resolution is weak and it is different from what you were arguing in your first two paragraphs. It seemed as though you were originally arguing that it depends on whether the students were putting effort into learning determined if the teacher should accept responsibility. Then in your resolution paragraph you change your argument to be the level of education. The resolution is weak because what if you were to consider the situation about a grade 5 student who doesn't want to learn and puts no effort into it. Your rule cannot explain this situation.
-P.S. A reminder that there are more free MCAT study aids at http://www.premed101.com.../showthread.php?t=44117

Thanks Chris


Which one of us has never learned an important lesson from a teacher? The answer to this question underscores the vital role that teachers play in today's society. Teachers have the opportunity to shape young minds and provide guidance. With this ability, comes a responsibility to do whatever possible to ensure the success of students. If a student is unsuccessful, the teacher is often partly at fault as his or her actions could have led to this failure. Failure refers to an undesireable outcome of a particular event. In education, failure occurs when a student does not meet curriculum expectations and school board standards. Teachers are usually responsible for the academic failures of students because they have the training and knowledge to educate their students. For example,third grade students in elementary school spend the entire year with one teacher. The teacher is expected to give students the proper skills and tools in order to meet the standards of Ontario provincial testing known as EQAO. Students only receive instruction from their one teacher who is responsible for whether or not the students' scores meet the provincial standard. In this case, elementary school teachers must share responsibility for the failure of their students.


Although teachers in elementary schools should accept partial responsibility for students' failures, this is not true in all cases. Once students become older and enter high school and university the responsibility shifts from the teacher to the student. For example, in university, professors give students information needed to pass the course and succeed academically. During these lectures however, attendance is not taken and homework is not verified for completion. The responsibility to do well academically falls solely on the student. The professor can provide lectures and notes, but success requires hard work and preparation on the part of the student. Evidently in university, teachers or professors do not accept responsibility for the failures of students.

It it not immediately clear if teachers have to accept responsibility for the failure of their students. The responsibility for failure depends on the stage of learning. In elementary school, teachers are the only ones able to prepare students for EQAO testing and it is their job to ensure students meet provincial standards. In institutions of higher learning such as university, students are responsible for their own academic performance. In this case, students and not the teachers are at fault for failures. As a person progresses through different stages of education, teachers are initially responsible for failure, but students become responsible during stages of higher learning.

The gift of knowledge is a gift sought after by most; however the idea of a gift necessitates the existence of a giver and a receiver. The giver of knowledge is a role occupied by the teacher, whose responsibility it is to ensure that lessons are administered in a manner that is most conducive to a successful learning experience for the student. A successful learning experience being one in which curiosity and interest in the subject matter at hand is respected, comprehension of the subject matter is achieved and a foundation on which to stand and pursue further knowledge has been established. If a student with a learning disability is unable to achieve success, his or her failure must rest on the teacher who did not take this into account and adjust the lesson plan accordingly.

However, it is the responsibility of the student to put in the time and effort that is required to learn. It is the responsibility of the teacher to give the lesson but the student must be prepared to absorb it. If one signs up to take swimming lessons but never shows up for any of the classes, the inability to learn how to swim is the fault of the student and not the teacher. The teacher must also have access to the tools necessary to ensure the success of his or her student. A capable public school teacher cannot carry out an effective lesson plan if there aren’t enough books for all the students, or if the classroom is overcrowded. During the time of segregation in the United States of America, the all white schools had an advantage over the black schools due to their access to a greater number of resources. The teachers in the underprivileged schools were doing their best with what they had but that was hardly enough to ensure the success of their students. Therefore, the government must ensure that the education budget is adequate and the district school board must ensure that the offered curriculum is able to meet the learning needs of most of the students, if not all.

The teacher should not shoulder all of the responsibility for the failure of the student because there are a multitude of factors that must be met to ensure success. Given the appropriate learning environment and the necessary materials to learn, it is up to the teacher to deliver the lesson and confirm its arrival. If a letter is lost in the mail, one blames the sender, the postal service or the mailman but not the recipient.

The Ontario Teachers Association’s mission statement is clear: “All students will have a sense of belonging in a safe and caring environment. They will be supported in their unique learning needs and be challenged to actualize their potential.” Accordingly, a teacher’s responsibility is to ensure that a student feels safe and supported in their academic endeavors. When students fail to thrive, a teacher should accept partial responsibility and assess if alternative teaching strategies may be more effective or if the student may be facing unique challenges. In primary school, this type of formative assessment plays a large role in determining the pace of instruction, the level of complexity of the curriculum, and helps to identify students experiencing learning disabilities. If a student is struggling with any of the fundamental learning skills such as listening, reading, writing, or communication, one may wonder if any of these previously mentioned teaching variables may be involved. Since the learning skills of these students are at a primary level, more responsibility is placed on the teacher to ensure that all types of learners are being supported.

As learners grow and develop year after year, these dynamics progressively shift. By late high school, it is expected that students are capable of independent learning, and that they begin to take more responsibility for their learning habits. Failing grades in this case, may be the result of several factors ranging from poor attendance, incomplete assignments, or choosing not to study for exams- all of which are decisions made by the student. The teacher then, although still accountable for the overall success of the class, is not responsible for the failure of a particular student. If evaluative assessments indicate that the majority of the class is doing well, then it is unlikely that a student’s failure is a result of poor teaching. Additionally, challenges often present themselves early on in the course when there are many opportunities for extra help from the teacher, but it is the student’s responsibility to take initiative.

From kindergarten to grade 12, school is a regular fixture in our life. The fact that attendance is mandatory until the age of 16 reflects the importance of education in developing a person into a contributing member of society. Both teacher and student play a big role throughout this journey, though these roles shift and change as the basics are learned and new standards are set. During our early years, we rely on teachers to hold our hands as everything we learn is foreign and new. If we fail, in a way, they do too. But as we develop an understanding of what it is to learn and how to go about doing it, we become more independent and capable of responsibility. By the end of high school, you have the power to choose how you want to apply yourself. Failure in this case, is your prerogative. But rest assured that your teacher will continue to provide you with the environment and the support to succeed, if that is what you choose to do.

Score: 4/6

-Your supporting paragraph is good. I would have liked a little more detail about your hypothetical example. The Bush policy is cool, but it is only your introduction. You need to spend more time on the example that will actually support your argument.
-Your refuting paragraph is good, but you should ad one more sentence that ties your example back to your argument.
-Good resolution, but some of the wording in your sentences makes it a bit awkward. Also, one final sentence to sum up the essay would have been nice.
-P.S. A reminder that there are more free MCAT study aids at http://www.premed101.com.../showthread.php?t=44117

Score: 4/6

-Your supporting argument/example is good, but you need to be more concise in how you explain it. Much of the impact of your argument was lost in trying to decipher the paragraph.
-Good refuting argument.
-Your resolution is good, but adding one more sentence to sum up the essay would have been nice.
-P.S. A reminder that there are more free MCAT study aids at http://www.premed101.com.../showthread.php?t=44117

It can be said that education has the capacity to provide students with many opportunities later on in life. Teachers play a large role in providing students with the education needed to pursue these opportunities. When a student fails to successfully pursue an opportunity, responsibility of the failure is quickly cast upon the teacher. Educational providers are somewhat responsible for the failure of their students; this is true early on in a student’s educational journey. During kindergarten and elementary school, children are just beginning to discover what the world has to offer and their minds are just beginning to flourish. Children depend on their teachers to help them successfully learn new and important concepts because their minds do not have the capacity to direct their own learning. At these early stages it is the responsibility of the teacher to educate each and every one of their students about the fundamental life skills, such as numeracy, literacy and communication. The provincial government of Ontario has implemented standardized testing for all grade three and six students to ensure that students were learning understanding fundamental literacy and numeracy concepts. It is the responsibility of the teacher to make sure that he or she not only teaches the content of the exam but that each student fully understands and is comfortable with these concepts. .If a student is struggling with one of these basic concepts it is the responsibility of the educational provider to see that the students needs are addressed. Implementing new teaching strategies, providing extra help, having meetings with parents, are all options the teacher should use to make sure that his or her students are succeeding in the classroom. The responsibility of a student’s failure in the early years of their education should be cast on the teacher because he or she is responsible fore teaching fundamental skills that students are unable to learn without direction from an educational provider.

Although teachers do play a large role in the success of their students, a teacher cannot always take the blame for the failures of their students. By late high school and university students have acquired fundamental literacy, numeracy and communication skills. Success is no longer dependent on how well a teacher teaches their students but how well the student is able to understand the information and apply this information to real life situations. A lot of learning in these later years is self directed; students must now take a larger ownership for their educational success and make sure they are doing what they need to succeed. Teachers and professors provide students with the information they need, but it is up to the student to make sure they understand the information. Doing homework, studying for tests and exams, asking for extra help to clarify misunderstood concepts are all necessary for educational success in these later years. If a teacher notices that a student fails to complete their homework, does not study for tests and fails to seek extra help when they have offered it, the responsibility of failure can no longer be placed on the teacher, but must be placed on the student.

The deciding factor of when a teacher should take responsibility for the failure of his or her students is not trivial. However, after much thought it can be generalized that a teachers responsibility of a students failure is dependent on education level. In the early years of education, kindergarten to elementary school, children depend on the direction of their teachers in order to learn fundamental skills that they will need the rest of their lives. Educational providers should do what ever is possible to ensure that none of their students fall behind. However, in high school and university the responsibility of failure shifts from the teacher to the student. In these later years, educational success is not only dependent on the teacher but on the student. The student must put in the hard work and take responsibility for his or her education. It is up to the student to ask for extra help if they need it because education at this level is largely self-directed. Education is an important aspect of our society and teachers and students need to work together in order for it to be truly successful.

As President Barak Obama once said, "education is the cornerstone of a successful society". This fact has presented true in the ability of nations with strict education guidelines to become economic superpowers in the world. For example, law in Canada,one of the top 8 ecnomically sound nations (as represented by their membership in the G8), states that students must remain in school until their 18th birthday. As a result of this, students often spend more time with their teachers than they do their parents. In effect, teachers become role models for successful citizens in society. It is the responsibility of these teachers to ensure that students learn knowledge required to move to the next grade of school. Teachers must engage their students in learning. Failure of students to move to the next level of education is therefore representative of a partial failure of their teachers to ensure that the student achieve academic success. A prime example of the failure of university professors to engage their students in active learning is the story of Albert Einstein. Considered one of the most brilliant physicists of all time, one would expect that Einstein would be capable of achieving passing grades in his first year undergraduate courses. However, due to lack of motivation and an un-engaging classroom environment, Einstein failed his first year mathematics courses. In this case, Einstein's teachers must assume some responsibility for Einstein's academic failure, since clearly he had the mental capacity to understand the required material and given the right learning environment he may have achieved passing grades in his classes.

Although teachers make large imprints in the lives of their students, they are not always responsibile for a student's academic failure. The North American education system is modeled after the minds of University professors and PhDs who thrive in an "academic" environment. However, the system often does not take into account those who's minds function in a different way, and who may thrive in subject areas not highly recognized by their "academic" courses. For example, Gillian Lynne, one of the most famous coreographers in Broadway history (recognized by her works Cats and The Phantom
of the Opera), was once considered an "academic failure". As a seven year old, Lynne's teacher expressed serious concern to her mother due to her inability to sit still in class, and resulting failing grades. After a visit to the doctor's office, Lynne's doctor realized that Lynne's mind was engineered in a way that differed from the majority of the population. Her mind relied more exclusively on creativity and spacial relations. As a result of guidance from her doctor, Lynne's mother placed her in a school for dance, and Lynne grew to become a world renowned dancer, never mind a multimillionaire. In this case, it is clear that Lynne's school teacher was taking a vested interest in Lynne, rather than ignoring her problems. However, there was nothing that the teacher could have done to help her. It was not the teacher's "fault" that Lynne was failing her tests;
rather, Lynne's "academic" failure resulted from her inherent method of thinking.

Who is to decide whether teachers should accept responsibility for the failure of their students? As adult role models, teachers must try to engage their students in active learning. However, a teacher cannot always find a way to help a student
in need. In the case, such as that of Albert Einstein, where a students failure is based not on their inherent abilities, but rather on the education system they have been placed in, it must be the teacher, who has not guided them in the proper learning methods, who must accept responsibility for their failure. However, when a student continues to fail in the education system they have been placed in due to inherent differences in the way their mind processes information, teachers should not be held responsible.