"Academically needy students have expanded learning time during and after schools, go to summer school, and have the materials and incentives needed to maximize learning outside school." After reading this passage, I immediately pictured this...
A struggling first grader who wakes up in the morning crying to his or her parents, who did not graduate from high school, not to make him or her go to school. After the struggle of jumping on the bus to go to school, the student walks into the classroom sits down for morning meeting but half way through is told it's Tuesday and he or she needs to go to the speech teacher for 25 minutes. This now takes away the time works on daily work (math problems, figuring out the day/time/etc.). After the student returns, it is time for recess but the student had missed daily work, so the teacher said the student will have to stay in and finish. Now the student starts to panic and rushes through their work just to get out for recess. He or she does not care about the work being done or the learning presented. As the day continues, the student misses his or her favorite music class for time with the Title 1 teacher and later stays after school to receive help with a volunteer math tutor. When the student comes home he or she has to practice spelling words, eats, and heads to bed. Now although this may be extreme and drastic, no wonder some children who struggle academically hate coming to school.
Being reading and early childhood endorsements with a special interest in speech and language pathology, my career seems to be heading towards educating the students whose schooling is extended past the traditional 5-18 age range or who will be pulled out of classes for extra work on certain academic areas. Even though I fully believe in the effectiveness of intervention programs and extra help, especially in the early academic years, there may be an argument that needy students are pushed harder and harder to meet standards and benchmarks, which may end up actually hurting them.
Going back to Marshall's article, I do agree with most of the "15 effective practices" that could be implemented and it seems there is support to show growth, but is this as easy as it sounds? Are these ways always best for the students? And how can the parents, community members, etc. help resolve the issue?
Myanmar:Bagan
8 years ago
1 comment:
Great point Bethany. While some kids might need extra work, we have to think about the cost of the time spent doing that extra work. Is it at a severe cost to their social development or ability to keep up with the work? Is there a way to give those students the support they need and somehow incorporate what the class is already doing, or kill two birds with one stone? Perhaps improved planning and thoughtfulness can lead to an effective middle ground.
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