Teacher Expectations and Education Essay example -- Education Teaching

T all(prenominal)er Expectations and EducationOne thing Ive learned this year is that teachers must always strive to adapt to the roomy range of item-by-item student abilities, learning styles, and interests so far within a single class, just now still maintain reasonable expectations, especially if trailing is present in the school. Through my observations, it seems that teacher expectations for students became increasingly lower with each track. Furthermore, minority, low socioeconomic status and learning support students most much 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. search by NCTE suggests that ability introduce is detrimental to some groups of students and to many individual students. I will be exploring how low expectations may cause unbefitting behaviors, lack of interest in subject matter, and resistance to learning and how tracking exacerbates t hese problems. I think it is important, as I discuss expectations in polar tracks, to show the composition of students that make up each of the classes that I observe and taught, as it appears that minority, low SES, and learning support students tend to make up the lower tracks. I remember feeling both shock and surprise when I learned that State College still practices a form of tracking, but Regular, College Prep, and Advanced English seemed pretty harmless at first. The distinct release between the curriculum and types of students from level to level, particularly from Regular to College Prep is what short began to catch my interest. I should first point kayoed that in the 9th and tenth grades there are only twain tracks, Regular and Advanced. Juniors ... ... artwork.I in truth 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 some task, that is the moment that the student becom es incapable. So whats the solution to being sensitive to student needs, yet non single them out, labeling, or lowering expectations? Maybe the CTI has some value. Why not simply fall in two tracks, Regular/College Prep and Advanced (as researched by The National Research Center on the Gifted and Talented savant does show that gifted students benefit from tracking) but keep the CTI model of two teachers collaborating in some way and smaller class sizes? With fewer students, teachers would have more time to give individualized help without labeling or segregating definite students and it is less likely that expectations would be lowered unnecessarily.