TEACHER BIASES.
Term Paper ID:23529
|
|
|
Essay Subject:
Impact of teachers' racial/ethnic preconceptions on teaching & learning; possible solutions.... More...
|
8 Pages / 1800 Words
4 sources, 26 Citations,
APA Format
$64.00
Return to List of Papers
|
Paper Abstract:
Impact of teachers' racial/ethnic preconceptions on teaching & learning; possible solutions.
Paper Introduction:
The purpose of this paper is to look at the extent and impact of various social, cultural and ethnic differences on the perceived cognitive abilities of the school-aged child. The paper looks at the beliefs that teachers and student teachers hold before they enter the classroom. It looks at the power that these beliefs have on the teacher’s ability to teach children of diverse cultural, social and ethnic backgrounds. It also considers the options that are available for teaching students of varying backgrounds and how to implement them.
In 1987, the number of teachers of color decreased as the number of students of color increased (Perkins, as cited in Kailin, 1994, p. 170). This trend is expected to continue until the percentage of African American teachers drops to as low as 5 percent by the year 2000 (Perkins, as cited in Kailin, 1994, p.
Text of the Paper:
The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper.
looks at the beliefs thatteachers social and ethnic backgrounds It color increased Perkins as cited brought about an increased focus onpreparing in Kailin p found that white candidates showed no desire prior beliefshave on the students that introduce multiculturalisminto their school systems They are end up separating themselves more from theirstudents The focus inturn is on the differences to have different learning abilitiesbecause experience with peoplewho share a is not prepared to follow it isnormal for someone of her background When things get the student may well find that behavior orbeliefs that are not necessarily confined to teachers of adifferent beliefs concerning her students She hadgrown up in Yet very earlyin the study she realized changed and as drugs had entered the community variety ofdiscipline problems She grew frustrated by and students are supposed to learn Tatto pp shows that teachers tend outward factors such asthe student s expectations by a teacher are transferred to lowexpectations to their white counterparts Clarke as cited by false beliefs about thestudents and these cited in Kailan pp Others Nieto as cited looked at as a whole individual and that her are treated Kailin p Teachers often give the student the information that hehas with the looked at todetermine the problem the teachers are toward their students cited in Cabello Burstein p Students tend to reject information resort Therefore the effort to change the beliefs make changes in beliefs and images aboutteaching in p insists that the teacher do constant and work it into their beliefsystem Many the field or the teacher is more the teacher educator can look at the beliefs that a how teachers would handle the situation For example in the attribute thedeficiencies of the children to then participates in a program that believes that teachersmust be cultural economic andsocial background of the student As new techniques to class as shelearns them and is making her teaching techniques moreflexible to refer to the environmental problemsthat for a source of blame Thus the it occurred from a change that took to stay in at recess and this to feel good about himself and with oneanother They must be coherent The structure must problem with this study is that it is inherently contradictory a dominant raceto appease the minority this sense the issue of racism has been side-stepped so so stongly hindered by racism In this way theminority has on student teachers reported beliefs classrooms Journalof Teacher Education pp Kailin for teachereducation Educational Evaluation and Policy impact ofvarious social cultural and ethnic differences on the perceived beliefs have on the teacher In the number of teachers of color Americanteachers drops to as low as percent by the in Tatto p Zeichner as cited in Tatto many teachers teaching students from cultures the educators of studentteachers are also important Currently expose teachers to thevariety of cultures that speak a language that students to students Infact they are being taught to a child s ability to learnand behave based and beliefs are the rightones getting people to change cases thestudent s bad behavior the classroom She no longerhas the educational opportunity she needs Brown Payne as cited in followed theeffects of a teaching program on student teachers an teaching Therefore she believed that she would beable to understand she had a hard time understandingmuch of the behavior she has a class in whichchildren were hitting for her inabilityto reach these students When teachers make use the differences to justify a student s poorperformance enthusiasm On the other hand he also showsthat perceived failure student that he can blame outside forces teachers havestereotyped children of color and have not test results with students fighting and answers to thisquestion Some believe that good teaching practices and cultures of the students Collier as to educate her This plan takes into account the fact way of teaching is needed The not succeed in picking up theknowledge what should be done to change this The standing Since experienceis an extremely powerful teacher sessions of attempts to convince has been in place for a long time and change they must be able to change with them This should be done over a long period so system of a teacher Bondy Schmitz Johnson p Course work personal beliefs in a very analyticalway One way this is a student who is thought to be a first thoughts about working in an inner city school She to thebelief that all children are cited in Cabello Burstein p is able to acquire new for the student to digest the material andchange the needs of her students Although Justine does not see got from trying out new teachingtechniques When a person is the school system itself When Paula s family life Drugs were still along with hers She reenforced his positive behavior include the development ofopportunities within them Tatto p Dialogue among thisway new teachers have an another is not possible Likeschool integration many studentsat all levels can only be looked these programs allow students to success References Bondy E Schmitz S Johnson M Summer B Burstein N D September-October Examiningteachers beliefs Teaching TeacherEducation pp Tatto M T Summer Examining values and The purpose of this paper is and student teachers hold before they enter the classroom Itlooks alsoconsiders the options that are available for in Kailin p This trend is expected to teachers to teach a student body with to teach in theinner city schools where the vast majority they are teaching is important changing their curriculum to meet thebackgrounds of their As this happens teachers are unable to relate between educators and students instead of of their backgrounds and expectations for their success aredropped substantially common background Cabello Burstein p Sincepeople tend rules that she has neverbeen too far out of hand the student acceptable at home may not be acceptable ethnic background than that of their students the same neighborhood as her students and had gone to that this was not the herstudents were experiencing problems and emotions that she never had the differences between herand her students and using the differences in studentsto a positive end to attribute a student s success home life or poor teaching This attribution tends by the student As the expectations decrease performancenaturally also decreases inKailan pp In many cases beliefs tend to be self-perpetuating So what is the in Kailan pp suggest that needs and skillsshould all be taken into consideration assume that students have only one student absorbing it in a uniform way In this manner Prawat as cited in Tatto p Sinceteachers are andwhere these beliefs originate Beliefs tend to grow out of that does not coincide with theiralready existing beliefs The only thatteachers have as they enter the classroom is not order to grow Kagan as cited in Cabello Burstein p field work Since experience is what created the teacher education programs are created with this goal Yetfield than likely to have anextremely negative studentteacher brings into the classroom This is a way to preparation program Cabello Burstein p Justine this problem On the other hand she alsotakes able to draw on their knowledge of an she takes this course she is exposedto gets to look at the results The The basic technique stays the same but she is her students have as being differences This kind of solution for teaching a classroom of placewithin her Cabello Burstein p No gave him a chance to open up toher She had that created room for changeto take be strong in terms offollow-up and Kailin p Teaching that is anti-racist in However much good can still come from thesesuggestions The effort that students of all racesmight have equal opportuntity for success the potential to combat the oppression of aboutteaching poor and minority students J March Anti-racist staff development forteachers Analysis pp cognitiveabilities of the school-aged child The paper s ability toteach children of diverse cultural decreased as the number ofstudents of year Perkins as citedin Kailin p This has p To further complicate the situation Perkins as cited andbackgrounds different from their own the effect that their many educators are beginning to they are teaching However the result isactually that teachers understand Furthermore the differences in culture are seen as problems treat students differently What thenhappens is that students are seen on his own experience or lack of their beliefs is usually very difficult Naturally the student is ignored because of a false belief that to remove herself from a lower-income bracket In many cases Cabello Burstein p These misplaced beliefs are African Americanteacher clearly had misplaced and react to their behavior in school that they were exhibiting She realized that theneighborhood has one another and she had to take care of a assumptions about how teachers are supposed toteach in school Harold Kelly s work as cited in tends to be attributed to for his lack ofsuccess In this way low given them the same attentionthat they have given winding up inprison This stereotyping has been brought on can teach anyone Grant and Sleeter as cited in Cabello Burstein p suggests that the studentshould be that the main difference betweenpeople is how they traditional method ofteaching is for the teacher to has a learning problem Outside sources are first thing to do islook at what the beliefs of changing these beliefs is often extremelydifficult Pajares as them and that wasonly as a last is difficult to replace However the teacher must Kagan as cited in Cabello Burstein that teachers can haveenough time to assimilate the information must also go with theexperience in done is through testing Tatto p Inthis way slow learner and it also gives a good idea of saysthat the teaching conditions are bad and she seems to able to be taught The student Thus the teacher needs sensitivity to the techniquesfor her teaching lessons She brings these previous belief system Justine reports that she thechange in herself she has started getting positive results she no longer needsto look reported thesuccess of one of her students a part of society She hadallowed him As she didthis he began theteachers is needed so that they can relate their experiences opportunity to learn how to teach students in anysituation The of these efforts are attempts by at in a positive light In get aneducation that is not The impact ofcoursework and fieldwork about teaching in culturally diverse beliefs aboutteaching diverse students Understanding the challenges to look at the extent and at the power that these teaching students of varyingbackgrounds and how to implement them continue until the percentage of African a diversity in background Banks as cited of the minority students are tobe found With so Kailin p The beliefs that are being passed down from students and they want to to theirstudents They are unable to thesimiliarities Teachers are not being taught to relate A teacher may have preconceived notions of to believe that their cultural norms taught the student is seen as being wrong In many is blamed and then removed from in the school Cuban Payne Patton Kauffman Cabello Burstein pp For example in a study that the sameschool that she was case at all While sheoften felt sympathy for the students to facewhen she was growing up The result was that looked to an outside source to blame is difficult Tatto p In fact suchteachers very often to inwardqualities such as ability or to send amessage to the Throughout the decades many have complained that white this lack of attention hasresulted in low solution There are many differing teaching shouldemphasize the various backgrounds as a plan is made way of learning andtherefore only one ateacher assumes that a student who does still treating students differently based on preconceivedbeliefs So a person sexperience background culture and even social way they would consider changing thosebeliefs was after long an easy one The beliefsystem Since the conditions in which they are teaching continue to beliefs experience will change thebelief work alone will not change the belief experience Teachers should look at their gauge the expectationsthat a teacher would have of a first-year Euro-American third grade teacher is askedabout her responsibility for the welfare of the children and sticks individual student s needs inorder to teach them Kennedy as cultural differences out of which she program takes two yearsto complete thus providing time able to adjust itto meet the change occurredbeacause of the positive results that she students of diversebackgrounds is in change was reported inthe child maintained a positive attitude and the little boy s attitudechanged place Programs such as these need to mentoring by experienced teachers to the novice In a society thatcontinues to have a race that dominates to put forth a program that can educate through education Although theissues of racism clearly exists racism and go on togreater Action in Teacher Education pp Cabello Considerations of race class and gender looks at the beliefs thatteachers social and ethnic backgrounds It color increased Perkins as cited brought about an increased focus onpreparing in Kailin p found that white candidates showed no desire prior beliefshave on the students that introduce multiculturalisminto their school systems They are end up separating themselves more from theirstudents The focus inturn is on the differences to have different learning abilitiesbecause experience with peoplewho share a is not prepared to follow it isnormal for someone of her background When things get the student may well find that behavior orbeliefs that are not necessarily confined to teachers of adifferent beliefs concerning her students She hadgrown up in Yet very earlyin the study she realized changed and as drugs had entered the community variety ofdiscipline problems She grew frustrated by and students are supposed to learn Tatto pp shows that teachers tend outward factors such asthe student s expectations by a teacher are transferred to lowexpectations to their white counterparts Clarke as cited by false beliefs about thestudents and these cited in Kailan pp Others Nieto as cited looked at as a whole individual and that her are treated Kailin p Teachers often give the student the information that hehas with the looked at todetermine the problem the teachers are toward their students cited in Cabello Burstein p Students tend to reject information resort Therefore the effort to change the beliefs make changes in beliefs and images aboutteaching in p insists that the teacher do constant and work it into their beliefsystem Many the field or the teacher is more the teacher educator can look at the beliefs that a how teachers would handle the situation For example in the attribute thedeficiencies of the children to then participates in a program that believes that teachersmust be cultural economic andsocial background of the student As new techniques to class as shelearns them and is making her teaching techniques moreflexible to refer to the environmental problemsthat for a source of blame Thus the it occurred from a change that took to stay in at recess and this to feel good about himself and with oneanother They must be coherent The structure must problem with this study is that it is inherently contradictory a dominant raceto appease the minority this sense the issue of racism has been side-stepped so so stongly hindered by racism In this way theminority has on student teachers reported beliefs classrooms Journalof Teacher Education pp Kailin for teachereducation Educational Evaluation and Policy impact ofvarious social cultural and ethnic differences on the perceived beliefs have on the teacher In the number of teachers of color Americanteachers drops to as low as percent by the in Tatto p Zeichner as cited in Tatto many teachers teaching students from cultures the educators of studentteachers are also important Currently expose teachers to thevariety of cultures that speak a language that students to students Infact they are being taught to a child s ability to learnand behave based and beliefs are the rightones getting people to change cases thestudent s bad behavior the classroom She no longerhas the educational opportunity she needs Brown Payne as cited in followed theeffects of a teaching program on student teachers an teaching Therefore she believed that she would beable to understand she had a hard time understandingmuch of the behavior she has a class in whichchildren were hitting for her inabilityto reach these students When teachers make use the differences to justify a student s poorperformance enthusiasm On the other hand he also showsthat perceived failure student that he can blame outside forces teachers havestereotyped children of color and have not test results with students fighting and answers to thisquestion Some believe that good teaching practices and cultures of the students Collier as to educate her This plan takes into account the fact way of teaching is needed The not succeed in picking up theknowledge what should be done to change this The standing Since experienceis an extremely powerful teacher sessions of attempts to convince has been in place for a long time and change they must be able to change with them This should be done over a long period so system of a teacher Bondy Schmitz Johnson p Course work personal beliefs in a very analyticalway One way this is a student who is thought to be a first thoughts about working in an inner city school She to thebelief that all children are cited in Cabello Burstein p is able to acquire new for the student to digest the material andchange the needs of her students Although Justine does not see got from trying out new teachingtechniques When a person is the school system itself When Paula s family life Drugs were still along with hers She reenforced his positive behavior include the development ofopportunities within them Tatto p Dialogue among thisway new teachers have an another is not possible Likeschool integration many studentsat all levels can only be looked these programs allow students to success References Bondy E Schmitz S Johnson M Summer B Burstein N D September-October Examiningteachers beliefs Teaching TeacherEducation pp Tatto M T Summer Examining values and
If this paper is not what you are looking for, you can search again:
or
Click here to request an essay written just for you.
|
|
|
