Wayson also spoke about teacher student relations and how to open your classroom for more effective learning. He talked about not embarrassing a student, but in turn seeking alternate ways of getting your message across. This is something that we have touched on throughout the course, but something I feel to be very important. I think its imperative that as teachers we think about what our actions have the power to do. At the elementary level, we are shaping how students feel about themselves which can affect them the rest of their lives.
However, academically one of the “MID” students is reading at a kindergarten level. Therefore their IDEA eligibility determination documentation is based in part on their present levels of academic performance. Behavior characteristics are also weighed heavily in making an eligibility determination between Mild, Moderate and Severe. Typically, Down Syndrome children are very stubborn and determined to do things the way they perceive something should be. It requires a variety of teaching strategies to overcome undesirable behaviors in the classroom.
The study found that the counsellor judged pupils largely on their social class; this therefore put them at a disadvantage as middle-class students were placed on higher level courses. The self-fulfilling prophecy is another internal factor that can be linked to social class differences in achievement. A self-fulfilling prophecy is a prediction that comes true simply by virtue of it being made. Some sociologists argue that labelling can effect pupil’s achievement by creating a self-fulfilling prophecy. This can be seen in a study of a primary school by Rosenthal and Jacobson.
Sociologists like Cultural deprivation theorists would agree with this statement.They believe that parental interests and attitudes to education influence working class childrens' attainment levels, this can be positive or negative influence.They would argue that children look upon their parents as role models, .When they see their parents act in a negative way regarding rules, school and work, they often follow in their footsteps. This could result in the children developing an Anti-School subculture. Studies do show that the working class do considerably worse than the middle class, in many aspects of education. Children in the middle class are more likely to struggle in school, more likely to underachieve at GCSE level and more likely to be expelled and excluded than middle class students. Cultural deprivation theorists would blame this on the lack of parental guidence and encouragment to succeed in education.
(Bradley et al, 2010) RTI traditionally utilizes a three tiered approach to intervening with students who are struggling learners; with each tier providing more intense and focused strategies. (Griffiths et al, 2007; Bradley et al, 2010). Utopia School uses a similar three tiered approach for classroom management and behavioral issues. Since poor classroom management often results in loss of instructional time, teachers need proven strategies and systems to benefit all their students. (Sayeski & Brown, 2011) Using the RTI model of a tiered approach to behavior management enables educators to address behavior issues at all levels: basic classroom management, students who need extra social skills or behavior modifications and students with extreme behavior issues.
While, factors such as constant absentness, unwanted behaviors, and low grades influence drop-out rates, school that have stricter guidelines and repercussions for the factors might make students think twice about their actions. Neo-Scholasticism needs students and teachers to be proactive in their learning styles and teaching
Do these situations really cause problems and academic stress? Do the differences in learning methods and teachers’ teaching methods, in addition to the assignments, tests , project and course selection, cause academic stress in students? INTRODUCTION Self-efficacy, as defined in Bandura’s (1977, 1982, 1986, 1997) social cognitive theory, is “the belief in one’s capabilities to organize and execute courses of action required to produce given attainments” (Bandura, 1997, p. 3). The theoretical framework of self efficacy is grounded in Bandura’s social cognitive theory of personality which views people as self-organizing, proactive, self-reflecting, and self-regulating rather than as passively reacting organisms influenced by environmental factors or driven by hidden inner desires. In addition, it explains that an individual’s functioning and activities are the outcome of a dynamic interaction of three important factors.
Are Co-ed Schools bad for students’ self-esteem? Studies such as in “The Effects Of Single Gender Schools On Boys’ Self-Esteem And Academic Confidence” by Nichols G. Morgan “ Boys in Mixed gender schools experiencing constant failure will continue a downward spiral of self-esteem and academic performance.” In a study conducted by James A. McGruder, “Comparison of Academic Performance and Self-Esteem Levels in Female Adolescents Attending Single Gender and Coeducational Public Schools,” “…[A]dolescent girls attending coeducational schools are at a disadvantage in terms of developing positive self-esteem and academic achievement. Researches proposed that coeducational schools have difficulty providing a ‘comfortable’ learning environment for adolescent girls. Some researches also observed that adolescent girls attending coeducational schools often do not receive a through and comprehensive education.” Single gender schools would be a better environment for both girls and boys. They would benefit from being in a learning state where they don’t have to be inferior to the opposite sex in a specific subject because that is the stereotype.
I believe the two most important influences on the development of self-concept and self-esteem are family and culture. Family has a great influence on how we see ourselves and what we choose to display about ourselves to others. They are the ones who set examples for us of what a good person is and how to act appropriately. They teach us what is most important in life and what is not so important. Therefore, if our family places a great deal of emphasis on education and its importance, we focus on getting good grades more than we focus on our athletic or artistic abilities, and may include intelligent as an attribute when describing ourselves to other people.
A child who does not have positive experiences with their early childhood education may suffer both academically and socially later on in life, lacking the proper groundwork toward a good, solid education, I believe it it extremely important to instill a positive outlook in a child regarding education and learning in general. It’s so vital that a child be exposed to various learning experiences in order to grow as both a person, future student, and finally (hopefully) a successful adult. That being said, I would now like to discuss my own personal experience with my own early childhood education, from as far back as I can remember: As a child, I grew up with a set of wonderful parents, whom have always been extremely supportive towards me in every aspect of my life. I have an older half-brother and half-sister from my dad’s previous marriage, and they would visit on the weekends, which I loved. My dad worked as a director in the field of market research, and my mom, who had previously worked in a medical office, stayed home the first six or so years of my life.