Children confront many transitions throughout their lifetime that can be stressful. They face their first transition from home to school, elementary to middle school, middle to high school, and high school to college or work (Schumacher, 1998). However, the transition from elementary to middle school seems to be harder for adolescents due to the personal changes of puberty. Research suggests that roles, expectations, and responsibilities are the primary concerns of students (Akos, 2002). In order to make this transition easier, programs such as “blocking, shadowing, or buddies” need to be implemented the year preceding middle school and continue through the first year of transition.
With issues ranging from class size, fixed budgets, how every student learns differently, students with special needs, advanced students to inequality among different levels of students it is a challenge for educators to overcome. • Differences Among Students: Students must be accommodated in their diverse educational need in order for the educator to be accomplished in their job. Students of the same age can be different in their willingness to learn, in their interests, what style of learning works best for them, their experiences, and home circumstances( Wikipedia). Some students are eager to learn while others are resistant to learning. There are also students who are adva... ... middle of paper ... ...on in today`s schooling is Differentiating Instruction, which is simply to change ones teaching methods to help cater to each individual student’s needs.
Introduction There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009).
The biggest challenge is actuality reaching every student. Every student needs their own attention and guidance in school. Another challenge would be the extra time needed to change the lesson plans to fit each student. Having the correct material necessary to teach must be overcome by the majority o... ... middle of paper ... ...fferent cultures found in the class and find their similarities. Then compare the difference between them.
Multiracial students face problems with developing their racial identity and feeling approval from peers who are not mixed, making their experiences in school more difficult especially in a social context (Gibbs 1990 as sited in moss and davis). For current and future educators, this means that there will be a growing need to support students from mixed backgrounds and create curriculums that cater to their needs as well as give those students positive perspectives on their racial make up. This paper will explore the complications that multiracial students face with their identity development and how schools and teachers can positively impact this development. Multiracial students face many problems coming to terms with their racial identity due to the inability to fall under a mono-racial category. In recent years, the amount of biracial births are out numbering the amount of mono-racial births, and these children will soon be entering the school system (Root 1996) with new unique problems when concerning their own racial identity.
“The ways in which people converse with one another can vary greatly from culture to culture. For example, when a teacher asks a direct question, students from some cultures may no... ... middle of paper ... ...ween schools and communities, and the administrative and bureaucratic context of teacher work.” (Educating Teachers... p6) As you can see through out this paper there are many challenges dealing with diversity that are facing the teachers of tomorrow. They must design their class room, lesson plans, and style to make sure every student is given the best opportunity to learn. These challenges maybe difficult and overwhelming at times but if one can tackle these challenges head on in a positive manner then they have taken the first step in not only becoming a multicultural instructor but a great teacher. Aboriginal Education.
Upper Saddle River, NJ: Pearson Education. Pelco, L. & Reed-Victor, E. (2007). Self-Regulation and Learning-Related Social Skills: Intervention Ideas for Elementary School Students. Preventing School Failure, 51, 36-42. Slavin, R. (1996).
It is necessary to understand collaboration between school leaders and every participating member that decides on major school function and how each school plays a part in helping the school society perform its duties and activities by supporting each other. There are multiple and complex reasons for why schools pursue partnerships together. Financial reasons, curriculum assessments, staffing and resource pooling, values and culture development as well as structure and policies are just some of the major reasons for collaboration in the school society. The manner of interaction is also necessary, as many schools have goals that are set for every school year. Many are burdened by the incapacity to provide for their own needs and that is where the need for collaboration and partnerships between schools and its member arise.