Environmental/contextual factors and community needs may have significant effects on the needs of a school. Both environmental/contextual factors and community needs may impact the learning and teaching process in a class room. …
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In addition, student characteristics and class room factors may also have an impact on learning and teaching. It is essential for instructors to take note of both the community needs and environmental/contextual factors in addressing the needs of the school. Moreover, the uneven number of learners from underprivileged family backgrounds who precipitately terminate their education in high school has turned into a significant matter in recent times. In spite the growth of education over the last twenty years, likelihood of accomplishment, level of taking part, and representation all remain substantial among young learners from well off regions and minimal among young learners from underprivileged areas. Therefore, it is the duty of all education stakeholders to consider probable or all environmental/contextual factors and community needs that may have an impact on a school (Wilkinson & Pickett, 2009). By being aware of and comprehending the environmental/contextual factors and community needs, stakeholders, for example, instructors may adequately organize their class room instruction so that all students learn properly. This paper will look at environmental/contextual factors and community needs of a high school and for each of the identified needs describe some possible solutions that could be used to deal with the needs of the high school. The environmental/contextual factors and community needs of a high school include socioeconomics and the population of a community. The socio-economic status of a high school may be made up of low, middle, and high class populations. Nevertheless, socio-economic factors and needs have an impact on a high school and instruction when a low achievement is realized due to a low socio-economic level. In a high school, learners who come from households that are underprivileged have a greater chance of experiencing difficulties at school than learners who come from households that are placed in the middle or upper ranks of the social strata. In addition, learners from low social status households are more probable to lessen their level of participation in high school, either by foregoing the chance to continue with learning in high school or by dropping out of school. These learners are also likely to pursue complex paths in high school, such as restarting or repeating their courses due to non-learning issues, or deferring their enrollment in school. In addition, learners from underprivileged backgrounds suffer from poor nutrition. Consequently, poor nutrition can have a negative impact on their memory and attention during instruction thus leading to a decreased intelligence quotient score than learners from high socio-economic positions. Studies indicate that learners who come from low socio-economic status backgrounds have slower and lower academic attainment in comparison to students from high socio-economic positions (Wilkinson & Pickett, 2009). Also, when instructors make decisions about learners on the basis of their socio-economic position and class, they are taking the foremost step in stopping learners from gaining an equal chance for academic success. There are a number of possible solutions that could be used to deal with this need in a high school. Instructors need to play a part in dealing with the stigma of poverty. Instructors can accomplish this by not reinforcing a learner coming from a low socio-economic status or having depleted self-esteem. Learners also need to look at the learners as human beings and not as people occupying specified socio-economic positions. Looking at learners in this way will assist tutors not to be biased towards learners of particular socio-economic classes. In addition, enhancing the degree of instruction
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