Motivating Learners from Low-Income Households - Case Study Example

Motivating Learners from Low-Income HouseholdsFirst, I would be very keen to know how much the teacher knows about the students. Identifying individual differences among students, as well as their background wellbeing, is paramount for a teacher. It is the initial step towards recognizing the need for an intervention. It is also important to know, as a supervisor, what would be the motivation strategies that the teacher utilizes in class. Finally, I would assess the degree of the teacher’s active engagement with the students.

Active engagement drives the students towards being at ease with their teachers and thus exposes other difference and concerns they might have. An empirical approach has been suggested by the research cited on attribution, self-concept, and praise and questioning.At the close of our session, I would give a prescription of the thing to do so as to improve the condition in the classroom. I would recommend for the teacher always developing an anticipatory set so as to cause the students to keep focused.

Telling the students the objectives and the purpose of the lesson too would be a recommendable thing to do. The teacher ought to input knowledge, whatsoever, into the pupils. It is also advisable for the teacher to be a role model for the learners and show them what is supposed to be mastered. Another strategy that would work for the teacher is seeking to understand the learner’s side. Providing a guided practice of skill is a motivating activity to integrate with the classroom situation (Wiles & Bondi, 2004).

The teacher should as well allow for independent practice by the learners. When dealing with the teacher situation, I would research widely on the ability of a teacher to demonstrate to utilize appropriate classroom management with a focus on discipline.The research reveals that there is a direct and negative association between poverty and academic performance. Poverty is a chief factor underwriting poor academic performance by learners. Revelation from studies shows that most students from low socioeconomic background fare poorly in academics at school.

This is caused by substantially little parental involvement especially that of mothers. Consequently, there is insufficient nurturing, time spent with children is less, and warm emotions are very rare. These factors cause depression, low self-esteem, sense of powerlessness, and an inability to cope up with various situations that are the behavior and personalities that a teacher ought to shape for the better. Exceptions to these appalling conditions are, however, existent. They are evident in the gifted and the intrinsically motivated learners’ personalities.

An intervention program meant to counter the worsening of the condition would work best when the most appropriate strategies affecting the student are applied. For instance, as the second parent of these pupils, the teacher should maintain a regular contact with their parents. However, the contact is merely significant if its purpose is not well defined (Wiles & Bondi, 2004). Therefore, the teacher should make sure that all contacts with students’ parents are meant to discuss the students’ discipline and academic performance, trends, consistency and their potential.

The teacher should also actively supervise the students outside the classroom in order to enforce the school rules and regulations. This allows for more contact with the students that has, as has been observed, arguably very impressive outcomes in the teacher-student relationship in class. It should be adopted extensively for better national outcomes.ReferencesWiles, J., & Bondi, J. (2004). Supervision, a Guide to Practice (6th ed.). Columbus, OH: Pearson.