Teacher Expectations and Education Essay example -- Education Teaching

Teacher Expectations and EducationOne amour Ive learned this year is that teachers must always strive to change to the wide range of individual schoolchild abilities, acquire styles, and interests even in spite of appearance a single class, but still maintain reasonable expectations, oddly if tracking is present in the school. Through my observations, it seems that teacher expectations for students became increasingly bring down with each track. Furthermore, minority, low socioeconomic status and learning support students almost frequently appear, in the lower tracks. The low expectations in these classes may be reflected in the students as they leave the school and attempt to function in society. Research by NCTE suggests that ability tracking is detrimental to some groups of students and to galore(postnominal) individual students. I will be exploring how low expectations may get down inappropriate behaviors, lack of interest in subject matter, and resistance to learning a nd how tracking exacerbates these problems. I think it is important, as I discuss expectations in different tracks, to show the composition of students that fudge up each of the classes that I observed and taught, as it appears that minority, low SES, and learning support students tend to make up the lower tracks. I remember feeling both knock down and surprise when I learned that State College still practices a shit of tracking, but Regular, College preparation, and innovational English seemed pretty harmless at first. The distinguishable difference between the curriculum and types of students from level to level, particularly from Regular to College Prep is what soon began to catch my interest. I should first point out that in the 9th and 10th grades there are only two tracks, Regular and Advanced. Juniors ... ... artwork.I truly believe (and Im sure this will be worked out of me at some point) that the moment a teacher says or even thinks that a student is incapable of som e task, that is the moment that the student becomes incapable. So whats the solution to being sensitive to student needs, in so far not single them out, labeling, or lowering expectations? Maybe the CTI has some value. wherefore not simply have two tracks, Regular/College Prep and Advanced (as researched by The National Research Center on the Gifted and sharp Learner does show that gifted students benefit from tracking) but keep the CTI stupefy of two teachers collaborating in some way and smaller class sizes? With less students, teachers would have more time to give individualized help without labeling or segregating certain students and it is less likely that expectations would be lowered unnecessarily.