<prompt> kopuoa ho kenela sehlopha sa lipuisano me u hloka ho hlahisa khang bakeng sa sehlooho Sistimi ea sekolo ha ea lokela ho sala morao katleho ea thuto ea moithuti.nan  <response>: Instruction in English: You are asked to join a debate team and you need to generate an argument for the topic The school system should not track students academic performance. . Response in English: The practice of tracking students academic performance has been ingrained in our educational system for decades, but this practice is outdated and can do more harm than good. Here are my arguments in favor of why the school system should not track students academic performance:1. One-size-fits-all education: The school systems tracking of students academic performance categorizes students into different groups. Grouping students based on their academic abilities creates a system where education is standardized, and not personalized, failing to accommodate students unique learning styles, interests, and life circumstances. Instead of tracking, schools should focus on developing flexible and customizable learning experiences that cater to each students individual needs.2. Creates pressure and anxiety: The constant tracking of academic performance creates an enormous amount of pressure on students. Students, especially young ones, might develop anxiety related to their academic performance, feeling overwhelmed and stressed about keeping their grades up. This pressure can lead to mental health issues, disengagement, and even dropout.3. Hinders creativity and curiosity: The fear of not performing well can hinder students natural creativity and curiosity. They might focus solely on their grades and become afraid to take academic risks, to explore new subjects, or to participate in class discussions, prioritizing their grades over genuine learning.4. Self-fulfilling prophecy: Students who are labeled as low performers are often provided with low-expectations, uninspiring curriculums, and poor-quality instruction. This can lead to a self-fulfilling prophecy, where students perform poorly because that is what is expected of them. Instead of tracking, schools should provide all students with high expectations, rigorous instruction, and engaging curriculums that inspire them to reach their full potential.In conclusion, tracking students academic performance is an outdated practice that hinders students personal and educational growth. Schools should focus on developing personalized and engaging learning experiences that cater to each students unique needs, reducing the pressure and anxiety related to academic performance, and inspiring students to reach their full potential. . Response in Sesotho: Tloaelo ea ho latella katleho ea thuto ea baithuti e nile ea mela ka hara tsamaiso ea rona ea thuto ka lilemo tse mashome, empa mokhoa ona o siiloe ke nako me o ka ntša kotsi ho feta molemo. Mona ke mabaka a ka a tšehetsang hore na ke hobaneng ha tsamaiso ea sekolo e sa lokela ho sala morao katleho ea liithuti sekolong: 1. Thuto e lekanang le e ngoe: Tsamaiso ea sekolo e latedisang katleho ya baithuti dithutong e arola baithuti ka dihlopha tse fapaneng. Ho arola liithuti ka lihlopha ho ipapisitse le bokhoni ba bona ba thuto ho theha mokhoa oo thuto e leka-lekaneng, e seng ea motho ka mong, e hlōlehang ho amohela mekhoa e ikhethang ea ho ithuta ea liithuti, lithahasello le maemo a bophelo. Sebakeng sa ho sala morao morao, likolo li lokela ho tsepamisa maikutlo ho ntlafatseng boiphihlelo ba ho ithuta bo feto-fetohang le bo ikhethileng bo khotsofatsang litlhoko tsa moithuti ka mong. 2. E etsa hore ho be le khatello le matšoenyeho: Ho lula ho lateloa ha katleho lithutong tsa sekolo ho baka khatello e kholo ho liithuti. Baithuti, haholo-holo bacha, ba ka ba le matšoenyeho a amanang le katleho ea bona ea thuto, ba ikutloa ba imetsoe le ho imeloa kelellong mabapi le ho boloka limaraka tsa bona li le holimo. Khatello ena e ka lebisa mathateng a bophelo bo botle ba kelello, ho se kopane, esita le ho tlohela sekolo. 3. E sitisa boqapi le bohelehele: Tšabo ea ho se sebetse hantle e ka sitisa boiqapelo ba tlhaho ba baithuti le bohelehele. Ba ka na ba shebana feela le limaraka tsa bona me ba tšaba ho ipeha kotsing ea thuto, ho hlahloba lithuto tse ncha, kapa ho nka karolo lipuisanong tsa sehlopha, ba etelletsa limaraka tsa bona pele ho feta thuto ea nete. 4. Boprofeta bo iphethahatsang: Hangata liithuti tse bitsoang ba sa sebetseng hantle li fuoa litebello tse fokolang, thuto e sa thabiseng, le thuto ea boleng bo tlaase. Sena se ka lebisa boprofeteng bo phethahetseng, moo baithuti ba sa sebetseng hantle hobane ke sona se lebelletsoeng ho bona. Sebakeng sa ho sala morao morao, likolo li lokela ho fa baithuti bohle litebello tse phahameng, taeo e tiileng, le manane a thuto a ba susumetsang ho fihlela bokhoni ba bona bo felletseng. Ha re phethela, ho sala morao ho sebetsa ha baithuti lithutong ke mokhoa o siiloeng ke nako o sitisang kholo ea baithuti le kholo ea thuto. Likolo li lokela ho tsepamisa maikutlo ho ntlafatseng liphihlelo tsa motho ka mong le tse hohelang tsa ho ithuta tse khotsofatsang litlhoko tse ikhethang tsa moithuti ka mong, ho fokotsa khatello le matšoenyeho a amanang le tsebetso ea thuto, le ho khothatsa baithuti ho fihlela bokhoni ba bona bo felletseng. 