Effect of Teacher Attitudes on Students
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In terms of how teacher attitudes affect students, consider the high Mexican-American school dropout rate, as high as 50 percent, which has been ascribed to a number of causes or explanations. One of the prime reasons involves language problems. Many of the students are Spanish speakers who are not performing satisfactorily in English. They are most often sent to bilingual programs. The largest percentage, 46 percent, are classified as English speakers as they speak more English than Spanish, but their English skills are still considerably below grade level. Bilingual and ESL programs have been shaped to these students but have had modest success at best (Ransford 180-181). However, teacher expectations also come into play, and the fact that teachers have lower expectations often means that they get lower performance from these students. Teachers often underestimate the abilities of their students and define them as losers, and students react to the perception that this is the way their teacher thinks of them and perform at a low level. Most teachers do not have a conscious desire to produce failure, but this is the effect just the same, an effect brought about by subtle forms of interaction (Ransford 188). The attitude students have toward the educational experience affects how teachers react and how they teach. If students are unruly and disruptive, this affects how other students learn as well. This can be very discouraging to dedicated teachers who want to gui
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many developing nations are recovering from the colonial era and have educational system created by the colonial powers, so that one factor in such education is a certain westernization. In "Education and Political Independence in Africa," L.J. Lewis finds that there is a close relationship between educational policy and the development of political independence in the Third World, but that this does not mean there is only one particular educational policy that can be called the right one. Lewis looks at the Belgian Congo and Ghana and how independence was achieved. The French in Africa and Asia thought that being French was the best thing one could be, and they taught Africans and Asians to speak French. Belgium tried to teach the people to achieve material well-being, which meant vocational education rather than other subjects. The British had an educational policy that knew that independence would come one day and that also considered economic and social matters. Lewis is wondering here what kind of education prepares a country for independence, and he writes:
It can be said with a reasonable degree of authority, that whatever the educational policy pursued, those territories that have longest enjoyed an educational syst
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Approximate Word count = 2616
Approximate Pages = 10 (250 words per page)
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