The council meeting raised a number of concerns, mainly regarding the implementation of an effective learning and teaching practice. Some of the concerns that prominently stood out and which may end up affecting the practices of effective teaching and learning include the widening achievement gap, lack of diverse teaching strategies, as well as lack of consistency in staff collaboration and communications.
The widening achievement gap is mainly brought about by discriminatory programs, which seek to empower the high performers while holding back the weak students. An example is a scenario where weak students are asked to attend remedial classes while the high performers are made to go through rigorous classes. Instead, it has been established that putting both the weak and strong students through the same rigorous classes improves their overall performance (Mitchell, 2014). This is, however, not the case with remedial classes. Putting students under remedial classes has been found to halt their progress while their counterparts go through rigorous training; hence end up improving further.
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The restriction on teaching strategies that caters to the needs of all learners is also a concern that would need to be revised. Considering that the diversity of race, ethnicity, gender, and religion among others, contribute to a rich learning environment; the institution needs to take advantage of it and ensure that the needs of each student are addressed (Mitchell, 2014). This would be achieved by incorporating strategies that benefit every individual learner by addressing their unique needs. One way of achieving this aspect would be to embrace the perspectives and contributions of the various ethnocultural groups represented in a given classroom or institution.
Mitchell (2014) holds that the staff communication and collaborative efforts need to be improved as well. The educators should share notes and experiences on how to improve their classroom performance. The need to motivate the staff to achieve these goals is also significantly important. The institution could motivate the staff by incorporating them in decision-making processes. A teamwork approach to all activities within the institution would be beneficial in attaining these goals.
Reference
Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies . Routledge.
