Teachers Supporting Students’ Success

TEACHERS SUPPORTING STUDENTS’ SUCCESS 4

TeachersSupporting Students’ Success

TeachersSupporting Students’ Success

Mostsignificantly, this essay seeks to discuss the underrepresentation ofeconomically disadvantaged and ethnic minority students in giftedprograms and courses in the context and practices of the schools.

Whenlow teacher anticipations are related to underperformance in minoritystudents, the opposite is also true. For this reason, some schoolshave opted to promote and embrace a strong common vision and missionthat addresses high expectations for the success of the minoritystudents, the execution of which affects teachers’ effort and senseof effectiveness, and willingness to embrace their own practicesinstead of blaming students for performing poorly. For example,teachers have tendency of tailoring instructions to meet thestudents’ needs when the school have high expectation for minoritystudents (Carol &amp Janet, 2014).

Onthe other hand, some effective schools for those minority studentswho are economically disadvantaged characteristically provide supportfor those students to access improved learning opportunities insteadof setting aside classes that are completely tracked and segregatedalong economic or racial lines. For example, membership to a certainminority group and low economic statuses may be taken into accountmore so when it poses risk of poor academic accomplishment, leadingto low teacher expectation, and among those that less likely to berecognized for enhanced academic classes, as well as gifted educationservices (Carol &amp Janet, 2014).

Additionally,this expectation has bought about excellent gap between economicallydisadvantaged and minority students in enhanced academic programs andcourses and those students deemed as gifted. Therefore, excellent gaprefers to disparity at highest achievement levels between studentsfrom affluent, White background and top-performing students fromlow-income. However, there is no explanation for such persistence andpervasive achievement discrepancies. Instead, the issue can becomprehended through theoretical principles. For example, one theorysuggest that the such issues in gifted courses is multifaceted andcomplex, and that issue can only be addressed by addressing the righttest (Carol &amp Janet, 2014).

Inconclusion, schools and teachers have influence on the achievement ofstudents, and can contribute to the success of the minority studentwithout being exemplary in all tenets of their practice.

References

Carol,A. &amp Janet, M. (2014). CaseStudies of Success: Supporting Academic Success For Students withHigh Potential From Ethnic Minority And Economically DisadvantagedBackgrounds.Journal of the Education of the Gifted, Vol. 37 (3) 191-219 SAGE.