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TEACHER BIASES.   Term Paper ID:23529 Click to get this paper

Essay Subject: Impact of teachers' racial/ethnic preconceptions on teaching & learning; possible solutions.... More...

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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. Sinceteachers are still treating students differently based on preconceivedbeliefs. 285-294. One way this is done is through testing (Tatto, 1996, p. Therefore, the effort to change the beliefs thatteachers have as they enter the classroom is not an easy one. The focus inturn is on the differences between educators and students instead of thesimiliarities. In many cases, thestudentÕs bad behavior is ignored because of a false belief that it isnormal for someone of her background. Thus, the solution for teaching a classroom of students of diversebackgrounds is in the school system itself. In this way, theminority has the potential to combat the oppression of racism and go on togreater success. 155; Zeichner, as cited in Tatto, 1996,p. A teacher may have preconceived notions of a childÕs ability to learnand behave based on his own experience or lack of experience with peoplewho share a common background (Cabello & Burstein, 1995, p. Outside sources are looked at todetermine the problem (Prawat, as cited in Tatto, 1996, p. The beliefs that are being passed down from the educators of studentteachers are also important. The structure must be strong in terms offollow-up and mentoring by experienced teachers to the novice. Drugs were still a part of society. On the other hand, he also showsthat perceived failure tends to be attributed to outward factors such asthe studentÕs home life or poor teaching. 288-89). Teaching & TeacherEducation, pp. She grew frustrated by the differences between herand her students and looked to an outside source to blame for her inabilityto reach these students. The paper looks at the beliefs thatteachers and student teachers hold before they enter the classroom. 286) insists that the teacher do constant field work.Since experience is what created the beliefs, experience will change thebelief. The traditional method ofteaching is for the teacher to give the student the information that hehas, with the student absorbing it in a uniform way. Educational Evaluation and Policy Analysis, pp. D. Course work must also go with theexperience in the field, or the teacher is more than likely to have anextremely negative experience. Tatto, M. 17 -71). This attribution tends to send amessage to the student that he can blame outside forces for his lack ofsuccess. She brings these new techniques to class as shelearns them and gets to look at the results. It alsoconsiders the options that are available for teaching students of varyingbackgrounds and how to implement them. Teachers should look at their personal beliefs in a very analyticalway. Journalof Teacher Education, pp. Although Justine does not see thechange in herself, she has started to refer to the environmental problemsthat her students have as being differences. However, the result isactually that teachers end up separating themselves more from theirstudents. The problem with this study is that it is inherently contradictory(Kailin, 1996, p. 17 ).This trend is expected to continue until the percentage of African Americanteachers drops to as low as 5 percent by the year 2 (Perkins, as citedin Kailin, 1994, p. 17 ). As the expectations decrease, performancenaturally also decreases. When a person is getting positive results, she no longer needsto look for a source of blame. The program takes two yearsto complete, thus providing time for the student to digest the material andchange the previous belief system. To further complicate the situation, Perkins (as cited in Kailin,1994, p. In this sense,the issue of racism has been side-stepped so that students of all racesmight have equal opportuntity for success through education. The purpose of this paper is to look at the extent and impact ofvarious social, cultural and ethnic differences on the perceived cognitiveabilities of the school-aged child. 286).Students tend to reject information that does not coincide with theiralready existing beliefs. 169-184. 17 -71). Likeschool integration, many of these efforts are attempts by a dominant raceto appease the minority. The result was that she has a class in whichchildren were hitting one another, and she had to take care of a variety ofdiscipline problems. Kagan (as cited in Cabello &Burstein, 1995, p. She hadgrown up in the same neighborhood as her students and had gone to the sameschool that she was teaching. Anti-racist staff development forteachers: Considerations of race, class and gender. The effort to put forth a program that can educate studentsat all levels can only be looked at in a positive light. Justine reports that she is making her teaching techniques moreflexible. In this manner, ateacher assumes that a student who does not succeed in picking up theknowledge has a learning problem. Teachers often assume that students have only one way of learning, andtherefore only one way of teaching is needed. On the other hand, she alsotakes responsibility for the welfare of the children and sticks to thebelief that all children are able to be taught. With so many teachers teaching students from cultures andbackgrounds different from their own, the effect that their prior beliefshave on the students that they are teaching is important (Kailin, 1994, p.17 ). Yetfield work alone will not change the belief system of a teacher (Bondy,Schmitz & Johnson, 1996, p. This stereotyping has been brought on by false beliefs about thestudents, and these beliefs tend to be self-perpetuating. (1995, September-October). Kailin, J. The student then participates in a program that believes that teachersmust be able to draw on their knowledge of an individual studentÕs needs inorder to teach them (Kennedy, as cited in Cabello & Burstein, 1995, p.287). She hadallowed him to stay in at recess, and this gave him a chance to open up toher. 176). (1994, March). These misplaced beliefs are not necessarily confined to teachers of adifferent ethnic background than that of their students (Cabello &Burstein, 1995, pp. They must be coherent. Others (Nieto,as cited in Kailan, 1996, pp. Harold KellyÕs work (as cited in Tatto, 1996, pp.17 -71) shows that teachers tend to attribute a studentÕs success to inwardqualities such as ability or enthusiasm. She realized that theneighborhood has changed, and, as drugs had entered the community, herstudents were experiencing problems and emotions that she never had to facewhen she was growing up. Teachers are not being taught to relate to students. This has brought about an increased focus onpreparing teachers to teach a student body with a diversity in background(Banks, as cited in Tatto, 1996, p. What thenhappens is that students are seen to have different learning abilitiesbecause of their backgrounds, and expectations for their success aredropped substantially. No change was reported inthe childÕs family life. 182). Collier(as cited in Cabello & Burstein, 1995, p. Inthis way, the teacher educator can look at the beliefs that a studentteacher brings into the classroom. In 1987, the number of teachers of color decreased as the number ofstudents of color increased (Perkins, as cited in Kailin, 1994, p. Teaching that is anti-racist in a society thatcontinues to have a race that dominates another is not possible. 17 ) found that white candidates showed no desire to teach in theinner city schools, where the vast majority of the minority students are tobe found. This kind of change occurredbeacause of the positive results that she got from trying out new teachingtechniques. She no longerhas the educational opportunity she needs to remove herself from a lower-income bracket. She saysthat the teaching conditions are bad, and she seems to attribute thedeficiencies of the children to this problem. This is a way to gauge the expectationsthat a teacher would have of a student who is thought to be a slow learner,and it also gives a good idea of how teachers would handle the situation. 167). In thisway, new teachers have an opportunity to learn how to teach students in anysituation. The beliefsystem has been in place for a long time and is difficult to replace. Infact, they are being taught to treat students differently. (1993, Summer). Many teacher education programs are created with this goal. Itlooks at the power that these beliefs have on the teacherÕs ability toteach children of diverse cultural, social and ethnic backgrounds. When Paula reported thesuccess of one of her students, it occurred from a change that took placewithin her (Cabello & Burstein, 1995, p. 169). Action in Teacher Education, pp. 285) suggests that the studentshould be looked at as a whole individual and that her needs and skillsshould all be taken into consideration as a plan is made to educate her.This plan takes into account the fact that the main difference betweenpeople is how they are treated (Kailin, 1996 p. 156). This should be done over a long period so that teachers can haveenough time to assimilate the information and work it into their beliefsystem. 155). Some believe that good teaching practices can teach anyone(Grant and Sleeter, as cited in Kailan, 1996, pp. There are many differing answers to thisquestion. 55-62. For example, in a study that followed theeffects of a teaching program on student teachers, an African Americanteacher clearly had misplaced beliefs concerning her students. Since experienceis an extremely powerful teacher, changing these beliefs is often extremelydifficult (Pajares, as cited in Cabello & Burstein, 1995, p. So what is the solution? They are changing their curriculum to meet thebackgrounds of their students, and they want to expose teachers to thevariety of cultures that they are teaching. Therefore, she believed that she would beable to understand and react to their behavior in school. Although theissues of racism clearly exists, these programs allow students to get aneducation that is not so stongly hindered by racism. Beliefs tend to grow out of a personÕsexperience, background, culture and even social standing. As this happens, teachers are unable to relate to theirstudents. 17 -71) suggest that teaching shouldemphasize the various backgrounds and cultures of the students. In fact, suchteachers very often use the differences to justify a studentÕs poorperformance in school. 155-18 . She reenforced his positive behavior. In many cases, this lack of attention hasresulted in low test results, with students fighting and winding up inprison. They are unable to speak a language that students understand.Furthermore, the differences in culture are seen as problems. Currently, many educators are beginning to introduce multiculturalisminto their school systems. References Bondy, E., Schmitz, S., & Johnson, M. Programs such as these need to include the development ofopportunities within them (Tatto, 1996, p. Sincepeople tend to believe that their cultural norms and beliefs are the rightones, getting people to change their beliefs is usually very difficult.Naturally, the student is not prepared to follow rules that she has neverbeen taught; the student is seen as being wrong. Dialogue among theteachers is needed so that they can relate their experiences with oneanother. T. The first thing to do islook at what the beliefs of the teachers are toward their students andwhere these beliefs originate. For example, in the preparation program (Cabello & Burstein, 1995, p.289), Justine, a first-year Euro-American third grade teacher is askedabout her first thoughts about working in an inner city school. When things get too far out of hand,the student is blamed and then removed from the classroom. However, the teacher must make changes in beliefs and images aboutteaching in order to grow (Kagan, as cited in Cabello & Burstein, 1995, p.286). So what should be done to change this? As she didthis, he began to feel good about himself, and that created room for changeto take place. While sheoften felt sympathy for the students, she had a hard time understandingmuch of the behavior that they were exhibiting. The impact ofcoursework and fieldwork on student teachersÕ reported beliefs aboutteaching poor and minority students. 286). She had maintained a positive attitude, and the little boyÕs attitudechanged along with hers. Thus, the teacher needs sensitivity to the cultural, economic andsocial background of the student. ExaminingteachersÕ beliefs about teaching in culturally diverse classrooms. In this way, low expectations by a teacher are transferred to lowexpectations by the student. 62). 156). 285). Throughout the decades, many have complained that white teachers havestereotyped children of color and have not given them the same attentionthat they have given to their white counterparts (Clarke, as cited inKailan, 1996, pp. Yet, very earlyin the study, she realized that this was not the case at all. When teachers make assumptions about how teachers are supposed toteach and students are supposed to learn, using the differences in studentsto a positive end is difficult (Tatto, 1996, p. Since the conditions in which they are teaching continue to change,they must be able to change with them. Examining values and beliefs aboutteaching diverse students: Understanding the challenges for teachereducation. The basic technique stays the same, but she is able to adjust itto meet the needs of her students. However, much good can still come from thesesuggestions. The only way they would consider changing thosebeliefs was after long sessions of attempts to convince them, and that wasonly as a last resort. In many cases, the student may well find that behavior orbeliefs that are acceptable at home may not be acceptable in the school(Cuban, Payne, Patton, Kauffman, Brown, & Payne, as cited in Cabello &Burstein, 1995, p. Cabello, B., & Burstein, N. (1996, Summer). 289). As she takes this course, she is exposedto cultural differences, out of which she is able to acquire new techniquesfor her teaching lessons. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.