Education
A sad reality in the world today is that many school children suffer academically not so much because of a lack of prowess as because of the various social and economic challenges they face. Countless children suffer economic pressures at home and have little time or energy left to pay attention to school world. More often than not, parental support for school children in these circumstances is minimal at best and non-existent at worst. Many of these children are also from minority groups and sometimes find themselves the brunt of racial slurs and prejudice at school. It is therefore well nigh impossible to classify these children as anything other than "at risk." It is with these students in mind that numerous studies have been conducted focusing on educational strategies and programs that could assist children classified as at risk. This literature review will focus on what educators can learn in terms of strategy from teachers working with at-risk students, researchers investigating the nature of the problems experienced by these children, and programs created to assist children within this population.
Teachers Working With At-Risk Children
The most valuable source of information regarding strategies for any teacher is other teachers. The situation with at-risk children is no different. Raul-Fitzpagrick's (2014) research report, for example, provides an overview of several teachers in this situation. To collect data, the author focused on interviews with the teachers selected for the study. In addition to the strategies the teachers engaged to handle at-risk students in their classrooms, the teachers also shared their frustrations and challenges when working with such learners. From these, the author made several recommendations. These, along with the strategies used, are useful tools for others to apply in their own classrooms and their own situations.
One of the recommendations is to form a school-based team consisting of teachers and various other...
Teaching Strategies Mainstreaming involves placing special education students in regular classrooms as much as possible, and using resource rooms where the student receives special tutoring, review and instruction. Inclusion, which is considered a goal of mainstreaming is the total integration of special education students and services into the general education classroom where special education teachers collaborate with general education teachers to teach the entire class. There is still debate in education
Teaching Strategies Problems Long Division Area Perimeter and Volume Ratio Proportion Percentages Strategic teaching describes an instructional process that focus on student's thinking capabilities and goes well beyond that. Strategic learning is correlated with strategic teaching. A strategic teacher should have an understanding of variables regarding instruction and he is required to be aware of the cognitive requirements of learning like sense of timing and a style of management. He should be a thinker
Teaching Strategy for Special Ed Special Education Standard Direct instruction is the most widely-used teaching strategy, although it has become controversial in recent years. Critics argue that it limits the creativity of good teachers and provides a crutch for poor ones (What is direct instruction? 2011). It is a teacher-centered approach that relies on structured lesson plans, offering little or no variation and no opportunity for discussion or active participation. The effectiveness
As such students at similar levels in both categories were grouped together to ensure optimal benefits for all participants. When evaluated on a practical level, it was found that communicating the benefits of the program to refugee communities was critical to success. Parents in these communities needed to understand that the program offers a pathway for their children towards success and employment, as well as an effective future in the
Teaching Strategies for Students With ADHD The article by authors Kiuhara, O'Neill, Hawken, & Graham discuss ways to improve persuasive writing in high school students. They stress the importance of persuasive writing because students with ADHD had difficulty planning and drafting text. Any teaching strategy that dealt with these weaknesses could improve the writing ability of a student with ADHD. "Intervention studies with younger, middle school students with disabilities shows that
We talked in class about the things a flat person would have trouble doing and the dangers that a flat person might encounter. The parts of decorating and sending the flat person worked because it allowed children of all abilities and educational needs to become involved with the project and have a hands on approach to the story. The areas where I feel the lesson was weak included the testing of the
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