|Type of paper:||Essay|
|Categories:||Teaching Learning Students Presentation|
Teaching and learning do not occur in outwardly. The process is impacted by factors beyond the classroom. Contextual factors, a manner to categorize these outside impacts, are attributes of the community, the learners, and the school itself that may impact the process of teaching and learning (Battaglia n.p). The data about a school's community background can be broken down into numerous contextual elements. The community where a school is situated will play a major role in defining a learner's attitude towards school (Battaglia n.p). It may also envisage how equipped they are psychologically and literally for education. Hence, teachers should properly understand the geographic location in which the school is located. For example, contextual planning for institutions with economically deprived student populations should at least provide a framework that will equip students with essential learning materials bearing in mind their parents might not be able to afford to acquire them. The study proposes to find out the probable effects of varying contextual factors on teachers in terms of promoting sustainable education for learners.
How Social Interactions, Culture, Society, and Technology Can Impact a Student's Development and Readiness for Learning
Currently, teachers are embracing the method of involving learners in the discussion while delivering their lecture through organizing them into groups, and giving them questions to discuss, ask questions and the students respond in the form of turn-taking and giving out random assessment tests on the previous topics covered before venturing into a new subject (Hurst, Wallace and Nixon 376). While doing so these teachers draw their basis from the social constructivist theory that is hell-bent on the notion that learners actively construct knowledge and understanding and that developing an understanding of one's world is an active, and mind-engaging activity. Within a constructivist ideology, the learning of skills, and ideas happen within meaningful and combined contexts not in a secluded and structured manner. Encouraging social interaction among learners is the most effective way for teachers to learn creative methods to deliver topics on complex subjects like math and science courses. Two basic processes can assist teachers to improve their skills in reflection and collaboration. First, they will need to use reflection to assess and inform their practices and use collaboration to learn to negotiate effective interaction among themselves, the learners, parents, and the administration (Hurst et al. 378-379).
In culture, teachers understand that students are not from the same background, but the sad reality is they continue to treat all learners similar notwithstanding their evident cultural diversity. Hence, addressing cultural discrepancies in the teaching-learning process is both significant and controversial (Futterman n.p). It is important since educators are faced with a growing diverse population of learners and the wide achievement gap between minority and majority students (Futterman n.p). It is also controversial because educators may fall into the trap of cultural prejudice, and making immature attempts to explain achievement differences among the students (Futterman n.p). Cultural predispositions affect how learners engage in a classroom setting. To engage students appropriately in the learning process, educators must know their students, and their academic capabilities individually, instead of making inferences while pointing out there relying on racial or ethnic backgrounds.
Technology incorporation in the learning process allows more students to be dynamic in information processing, making choices, and implementing skills that will help them adapt to the growth of the internet and technology. Classes that used technology-based projects while delivering the curriculum expressed motivation, and self-esteem, which was reflected in their performance which improved significantly. The use of technology has helped learners to be able to complete complex assignments using software like Matlab, Stata, etc. Finally, the use of technology has helped to improve the research skills of learners, who are adopting creative ways of delivering their presentations and reports to their professors.
In a classroom set up, the contextual factors could be addressed if the teachers can engage in contextual planning by anticipating the needs of their learners based on the contextual information (Battaglia n.p). For example, on contextual information impacting learners, educators should develop systems that match their population of learners. More competitive learners may react well to conditioning structures that reward positive behavior with points. Finally, there are two specific ways that teachers should support families that do not have internet access at home. First, develop a tech study hall during or after school for learner's different skills and also work on their homework before heading home (TeachThought Staff n.p). Second, encourage parents to take advantage of community resources through gathering a list of areas that have Wi-Fi and encourage their children to visit those spots on weekends to provide their children with more exposure to technology (TeachThought Staff n.p).
The paper has examined the contextual factors of teachers in terms of promoting sustainable education for learners. Two basic processes can assist teachers to improve their skills in reflection and collaboration while addressing how social interactions, culture, society, and technology can impact a student's development and readiness for learning. First, teachers will need to use reflection to assess and inform their practices and use collaboration to learn to negotiate effective interaction among themselves, the learners, parents, and the administration. In a classroom set up, the contextual factors could be addressed if the teachers can engage in contextual planning by anticipating the needs of their learners based on the contextual information. For example, on contextual information impacting learners, educators should develop systems that match their population of learners.
Battaglia, Sohelia. "Characteristics of Middle School Teachers." The Classroom. 26 September 2017. https://www.theclassroom.com/characteristics-middle-school-teachers-18476.html
Futterman, Laurie. "Beyond the Classroom: The Impact of Culture on the Classroom." September 25, 2015. https://www.miamiherald.com/news/local/community/miami-dade/community-voices/article36727782.html
Hurst, Beth, Randall Wallace, and Sarah B. Nixon. "The impact of social interaction on student learning." Reading Horizons: A Journal of Literacy and Language Arts 52.4 (2013): 5.
TeachThought Staff. "6 Ways to Support Students Without Internet Access at Home." April 4, 2019. https://www.teachthought.com/technology/6-ways-support-students-without-internet-access-home/
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