Some people think that in order to continue improving the quality of high school education, students should be encouraged to evaluate and criticize their teachers. Others, however, believe that this would result in the loss of respect and dignity for teachers. Discuss both views and give your own opinion.

It is a common belief that
students
should evaluate their instructors so as to keep raising the standard of high
school
education
. Others contend that
this
might create indiscipline and might be regarded as disrespect. The present essay shall cast light on the two polarized and clarify my stance. On the one hand,
students
are the ones who have the most access to teachers, so they can easily figure out the strengths and weaknesses of those tutors.
Therefore
,
students
might facilitate judging a teacher, in order to help institutes to improve the quality of
education
, and
also
notice
school
management about different aspects of a teacher
such
as cooperativeness, punctuality, and understanding, to name but a few. Singapore,
for instance
, wants to develop domestic
education
by assessing tutors from high
school
students
' evaluation sheets.
Nevertheless
, I firmly believe that high
school
students
do not have the proper ability to evaluate their supervisors. As a cadre study at
school
and attain a diploma,
hence
they have enough knowledge to teach recruitment. On top of that, high
school
grades are in adolescence and so their negative back is based on emotional feelings rather than detail.
Moreover
,
this
phenomenon leads to a loss of honour and routine and the quality of
education
is decreased. To sum up, it is apparent that high
school
students
can evaluate their teachers to upgrade their
education
.
However
, I unequivocally buttress the stand of not evaluating teachers by high
students
, because they are immature enough to recognise it.
Submitted by aronwang1997 on

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Topic Vocabulary:
  • constructive feedback
  • professional development
  • teaching methodologies
  • learning environment
  • educational quality
  • student-teacher relationship
  • objective assessment
  • classroom dynamics
  • teacher authority
  • student bias
  • criticism
  • teaching performance
  • respect and dignity
  • educational standards
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