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Educational Implications

EDUCATIONAL IMPLICATIONS 5

In this era, education reforms demand teachers to show theircompetency in subject matters, implement set curriculum standards andprepare the students to succeed in their exams (CCTC, 2001). Mostscholars say that the knowledge and pedagogical practices ability ofa teacher directly affects the performance of the students. Teacherbias has an effect on the grading of the students and often complainscould arise of how a certain teacher is unfair to certain students.It is essential for teachers to reject stereotypes and embrace allkinds of students from various backgrounds and make them flourish toadequately prosper in a multicultural society (Bartolome, 1994).

The increase of culturally diverse students in schools in the pastdecade has coincided with reduced achievement rates of students and adecline in the number of qualified teachers willing to work in suchurban schools. Students with insufficient socioeconomic resources aremore vulnerable to harm from teachers who have strong bias againstthem on the basis of their family background, class, race and evengender (Banks, 1996). Very often teachers tend to feel that parentshave unreasonable and excessive demands making communication a hardtask. There is urgent need for social justice educators to know andunderstand the power that they have and the importance of honoringparents’ trust.

There are many issues with regards to education equity that happenwithin a classroom that sometimes gender bias is not given theattention it requires. Gender bias is not easily addressed as itoccurs differently and affects male and female students differently.Other issues like socialization of gender and sometimes sexualharassment all seem to affect the students differently. Educatorsneed to strategize on ways to deal with these issues and provideproper and conducive learning environment for all the studentsregardless of their gender. In other studies researchers havedemonstrated proof of gender bias using general performance ofstudents. Female students demonstrate weakness in some subjectswhereas their male counterparts excel in the same. This was a studythat demonstrated a clear perception of performance based on thegender of the students (Banks, 1996).

Teachers should be more focused on the abilities of the students andliaise with the parents to help them achieve their best grades. Thereis a bond between teacher ideology and practice and thereforeeducators who set good relationships and partnerships with thefamilies overcome bias and this leads to implementation of‘humanizing pedagogy’ (Bartolome, 1994).This requires teachers toresist any kind of bias and provide good instructional guidance toall the students. Teachers and their educators should recognize theimportance of ideology. Teacher educators should be keener on thevalues and beliefs placed on the teachers in regards to the students.Education programs for teachers should involve courses and activitiesthat make them have more self awareness n sensitive.

Good communication is essential to empowering school familypartnerships. The underlying attitudes greatly shape thecommunication framework. If the parents at any point feel that theschool or the teacher has treated their child in a biased way thencommunication is the way forward. Parents should air their worriesand concerns in a timely and appropriate manner. It is also crucialto note that public schools will greatly benefit from policies thatensure most accomplished teachers are assigned to the schools thatmost need them. Teachers and policy makers should demonstratewillingness for meaningful and innovative reforms. These improvementsare essential for giving the children equal opportunity as wellrestore parents’ confidence in public schools (Banks, 1996).

Parents should be treated as partners in the school working togetherwith the educators. It means that parents are part of theconstruction of the learning programs between the students and theteachers. An open door policy should also be embraced as parentsprioritize it in the thought stream process. Most times parents onlycome into contact with the teachers when the students have poorperformance or any other negative issues. This should not always bethe case parents should have a positive welcome to the school at alltimes to create more trust for better partnership. A good way to keepa continuous connection with the parents is to advise and providetips and materials that enable home study. This will help boost theperformance of the students as well as improve the general perceptionof the teacher towards the student.

In conclusion teacher bias on the students based on theirsocioeconomic background, race, class or gender negatively impacts onthe achievements of the students. Eventually the effectiveness of theteacher reflects on the character, potential and intelligence of thestudent. Therefore, it is very important for teachers to embrace allthe students from multicultural backgrounds and help them flourish todeal with the society competently. Open door policy and positivepartnership between the parents and the school is important tomaintain a school family partnership. Good communication is also veryimportant between teacher educators, teachers and the parents.

References

Banks, J.A. (1996). The historical reconstruction of knowledgeabout race: Implications for

transformative teaching. (Chapter 3)New York:Teachers CollegePress.

Bartolome, L.I. (1994, Summer). Beyond the methods fetish: Towarda humanizing pedagogy. Harvard Educational Review, 64(2),173-194.

California Commission on Teacher Credentialing (CCTC) (2001).Appendix A: Teaching

performance expectations. Standards of quality and effectivenessfor professional teacher preparation programs. Sacramento, CA:CCTC

Lareau, A. (1989). Home advantage: Social class and parentalintervention in elementary

education. London, UK: Falmer Press.

Martin, R.J., &amp Van Gunter, D.M. (2002). Reflected identities:Applying positionality and multicultural social reconstructions inteacher education. Journal of Teacher Education, 53(1), 44-54.

Moll, L. (1998). Funds of knowledge for teaching: A new approachin education. Keynote address: Illinois State Board of Education,February 5, 1998.