Low acheiving Students - Assignment Example

Low achieving Quality teaching for entails mixing excellent teaching practices and understanding the capa ofstudents. There are many factors that hamper the learning ability of students. This explains the different between students’ abilities. Teachers should identify the intelligent quotients of their students. The difference in the ability to understand demands the use of different approaches to teaching. Each student is unique. According to Friend, teachers should apply tailored programs through the use of IEP (individualized education program).

Students’ abilities are influenced by the student giftedness, background and economic status. The theory of crystallized intelligence is important in accessing student abilities. Students’ abilities can be assessed through the ease of learning. Teachers have to regulate the learning abilities through intellectual gifts and talents ability (Hoy & Hoy, 2009).Students have different abilities which are referred to as different intelligences. Teachers must access the strength and ability of students based on their ability to develop original and advanced ideas.

Strong students have ideas whose importance is lasting. Teachers can bring meaningful change into the learning abilities through being equipped with psychiatric fundamental skills. Since effective learning in multidimensional, teachers must be empowered to handle a variety of attitudes, and challenges that hamper learning. Swanson argues that this should be followed by outstanding training on how to implant knowledge when dealing with strong and weak students in a sustainable way. According to Hoy & Hoy, the ability of students should include artistic abilities, and creativity.

Teachers should use support groups, background information and personality tests to teach students. Teachers track the progress and give regular reports based on a holistic analysis. Research shows the ability of students to learn is influenced my multiple factors. For teaching to be effective in inclusive classrooms, the causes of different reasoning and understanding abilities must be addressed through professional skills and parent, teacher, students’ action plans and conferences. This has to be done in a sustainable way.

ReferencesHoy, A. W., & Hoy, W. K. (2009). Instructional leadership: A research-based guide to learning in schools (3rd Ed.). Boston, MA: Pearson Education.