being a teacher for quite a few years now and having seen more than 2000 kids go through, it's pretty clear that everyone thinks they're right, but there are 2 distinct groups; those who have reasons for thinking they're right, and those who just think they're right.
just for example, kids who make a mistake you send back to rethink it. when they return with the corrected version and you ask if they think they got it right this time, some will answer just "yes", and others something like "well i compared a similar problem in the textbook and found a mistake in my answer, so this time i think it's right." belonging to the first group though there are also kids who have a reason but it isn't related to how correct the answer might be, something like "i changed number 3 so now it's right" though they haven't changed number 3 correctly, or number 3 was fine anyway and the problem was with number 5.
Comments
(Long Spike)
Important stuff.
(Old Spike)
being a teacher for quite a few years now and having seen more than 2000 kids go through, it's pretty clear that everyone thinks they're right, but there are 2 distinct groups; those who have reasons for thinking they're right, and those who just think they're right.
just for example, kids who make a mistake you send back to rethink it. when they return with the corrected version and you ask if they think they got it right this time, some will answer just "yes", and others something like "well i compared a similar problem in the textbook and found a mistake in my answer, so this time i think it's right." belonging to the first group though there are also kids who have a reason but it isn't related to how correct the answer might be, something like "i changed number 3 so now it's right" though they haven't changed number 3 correctly, or number 3 was fine anyway and the problem was with number 5.