Two distinct diverse groups in the US student population include the ethnical minority students and those from low-income families. These diverse groups are a major concern particularly in academic achievement. The educators have an important role of recognizing the backgrounds from which these students come from. This practice will enable the effective delivery of knowledge as per the dictation of the curriculum. Failure to identify the special need of each child will result in poor academic performance. As the US population continues to experience more diversity in its student population, this role by the educator becomes more critical as a means of ensuring a society of high level academic achievement (Robertson, 2017).
Each of these diverse groups experience significant challenges in the school setting which could affect the delivery of knowledge. For instance, the students from the ethnical minority group may fail to understand English whereby a number of them are non-English speakers. As a result, this challenge ensures that they are unable to effectively communicate with the educator and thus are unable to perform within required standards (Robertson, 2017). On the other hand, students coming from low income families also experience challenges within the school setting. This distinct diverse group due to inadequate exposure fails to develop appropriate vocabulary as opposed to their middle income peers. Many of them will have difficulty in reading and learning the various subjects taught.
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In the case of the minority students, it is essential that the educator identifies each ones level of English understanding. This practice is crucial for learners all grade levels as it severely affects the understanding of other subjects taught. The teachers will take time to teach these students the English language while encouraging them to practice through interaction with other English speaking peers (Robertson, 2017). The teacher will assess correct use of structure and vocabulary in the language. Research has shown that low-income students are increasingly affected by social factors in their quest to achieve high academic performance. However, through the development of school-based support programs usually conducted at the end of the day will be a major factor toward reducing case of destructive behavior, tardiness, poor grades and health (Reed & Bhat, 2014). The latter are some of the challenges affecting this distinct group.
Importance of Developing Approaches Responsive to Diverse Students
The US student population continues to increase in terms of diversity each year. More families from across the world are relocating into the country despite having little or no knowledge of the English language. As a result, students in schools are suffering academically as they are unable to understand the various disciplines that are taught. It is up to the teacher to develop strategies that will ensure student are responsive to learning processes despite their diverse backgrounds. The importance for these approaches is to ensure cultural awareness among the entire student population (Robertson, 2017). Due to the varying student backgrounds, through the process of enabling minority students learn the English language, the native speakers are able to learn more about other cultures. The teacher is committed to establish equality for all the students and through such actions prompts the students to practice the same. This practice enables the students of minority races to have improved motivation to learn.
Through developing approaches that will help minority students understand the subjects taught, teachers encourage cooperation between learners in realizing high academic achievement. One of the key practices of integrating diverse students is through group work. Learners from their different backgrounds will interact in the classroom and share their varying differences in experiences (Robertson, 2017). This practice in the classroom setting broadens the student vocabulary significantly playing a major role in student achievement. In this regard, the students will also learn to embrace such behaviors not only in the classroom but also in a social scene (Robertson, 2017). Such integrating strategies are essential in boosting the level of confidence in the student. They are more capable of achieving better grades if they feel part of a social group. Educators can monitor student interaction to ensure that the behavior practiced is positive towards better learning. This authority will help minority students to participate in class discussion an important trait of achieving better learning outcomes.
According to research on low-income students, poverty has made the learning process more difficult especially in achieving success. The learners will usually carry with them a psychological burden as the tackle the pressures of the school setting. It is for this reason that educators should pay attention to the difficulties faced by this population. Teachers could get to know students on an individual level where they learn about the struggles that the students encounter at home (Reed & Bhat, 2014). Through communication with the school management, teachers could develop programs that will assist the children including counseling services among other factors. The psychological burden that usually weighs down a student while in school is effectively eliminated.
There are struggles that low-income students face that are present on a daily basis including hunger, poor health, stress and domestic violence. The approaches developed to help improve conditions of the students are integral towards increasing attendance. For instance, providing students with after-school meals and health services could eliminate the problem of hunger and diseases that may hinder appropriate learning. The student is more likely to attend school in an attempt to receive these additional services (Reed & Bhat, 2014). As a result, the child will raise their grades through improved attendance and fewer struggles from socio-economic status.
References
Reed, J. & Bhat, S. (2014) Helping children from low-income families succeed in class . The Washington Post, Online. Retrieved from https://www.washingtonpost.com/opinions/helping-children-from-low-income-families-succeed-in-class/2014/10/31/f8b9828a-5ae6-11e4-8264-deed989ae9a2_story.html?utm_term=.75b356c5a53f
Robertson, K. (2017) Five Things Teachers Can Do to Improve Learning for ELLs in the New Year . Colorin Colorado, Online. Retrieved from http://www.colorincolorado.org/article/five-things-teachers-can-do-improve-learning-ells-new-year
