All schools should adopt the "Stop, Start, Continue" system

I'd like to begin by rebutting some of your points.Q1:"Teenagers are inherently rebellious, and school is generally looked at by the average teenager as a form of government instituted prison from teens."Inherent: Existing in something as a permanent, essential, or characteristic attribute (1)You state that teenagers are inherently rebellious, but you have no sources to back this up! You haven't quoted any sources suggesting this theory whatsoever, so I can't possibly take you seriously on this fact. As most of your argument is based on this, I feel little need to rebut each point as they are based on an unsourced opinion. Also, I said all schools, not all high schools, so students who are not teenagers will still be able to input data.Q2: "Since it is anonymous, there is no way for the administrators to actually punish this kind of behaviour."You haven't really suggested why punishment for writing vulagr comments on the forms is neccesary or constuctive. You state that "the school would have to spend time and resources trying to track me down" and again you haven't given any explaination as to why this would be neccesary. My opinion is that yes, kids will occasionally submit rude comments, but so what? It all gets filtered through the head teacher anyway, so any unkind comments can simply be ignored, there is no reason to "punish" the kids who wrote these comments. As you haven't given any reason as to why these students need to be punished, I see your argument as invalid.Q3: "Students aren't teachers, thus do not know what is best for them when it comes to education"You're right, and this is why we don't let students run the school for a week! The comments don't have to be applied obviously, so the fact that students may not know what is right for them all the time is okay. After all, if some comments aren't suitable, such as "You should let us text during lessons" they can be ignored. It's not like everything the students suggest is going to happen, if this was the case your argument would be very much valid, but as it isn't it's not.Q4:Teachers design how they teach their designated curriculum materials because they know what they have to teach, and know how to best get all the information across.It's true that teachers have designed their syllabus in a specific way, but all syllabi allow room for flexibility. For example, if most students in a Latin class feel as though they would like to revise a specific section of grammar, it may be in the teacher's interest to set aside some time to revise this specifc section. Allowing the students to have some input into what sections may need revising is a good plan, as both the students and teachers benefit from it.Also, you state that teachers know how to get their information across. My example from my previous argument explained how a teacher didn't know that he was talking too quietly in class, and the system helped him realise this. Teachers are only human after all! and sometimes they will make a mistake which they might not notice, such as maybe speaking too quickly or not giving enough time for students to note down their homework tasks. It's little things like these which can make a big difference in a student's learning, and having revison sessions in class can really boost a student's grade! (2)Q4: "the average teenager would not give realistic feedback"You use this point to refute my point [about the importance of students and teacher's working as a team.] Again, you haven't given any sources whatsoever to prove this! Without any evidence to back up this "fact", your argument surrounding it is invalid.Q5: The student's job is to understand the material and achieve a passing grade. The student's job is NOT to teach the teacher how to do their job.I'd really like to know where you're getting all this information about what students' and a teacher's "jobs" are, because without sourcing; my dissagreement is just as valid as your claim. The following article shows how a teacher-student teamwork is important for achieving goals. (3) And personally, I believe that in a team- the members should be able to speak freely and discuss which aspects of each member's performance possibly requires and improvement.Q6: "My opponent fails to warrant why having a voice in how their teachers teach their classes is actually something we ought to be concerned about."You said that teenagers feel like their school is a form of imprisonment, don't you think that a way to change that would be to let students feel like they can make a difference? Although what you said wasn't entirely true, it is true that 43% of students don't feel entirely happy with the way their school is run, and I believe that the way to change this is letting students have a say in how their school is run!Q7: Students already do have a voice. Through the student elections of Student Council members"This may apply in your school but neither my current school, my brother's school, nor either of the schools we went to have "Elections of Student Council members" . Although your school may have something like this, I'm sure a lot of schools don't. Maybe it's an American thing.Q8: Since the average teenager would not take this seriously, teachers would gain no benefit from this. Refer to Q4. Q9: two of the three sections ask for negative answers.Although the stop section is aimed to construct rather than appraise... the other two are positive. What's negative about suggesting new ideas for class and telling the teacher what she or he is doing well? Even if somehow these are twisted into negatives, there is a difference between negative and constructive, and there is nothing wrong with building and improving, which is really what this whole system is about :)1.http://dictionary.reference.com...2. http://www.shelleycollege.org...3. http://vocserve.berkeley.edu...