Teachers Performance and Reading Difficulties Experienced by Students without Disabilities - Assignment Example

Is there a relationship between a teacher’s performance and reading difficulties experienced by students without disabilities? {Insert student’s name} {Insert professor’s name} October, 31st, 2011 Is there a relationship between a teacher’s performance and reading difficulties experienced by students without disabilities? Introduction The projects aim was to address the relationship that exists between the performance of the teachers and reading difficulties experienced by students without disabilities. Therefore, my initial expectation of what will likely to happen is that students will blame their teachers as being responsible for their failure. This is because they believe that if teachers have poor reading skills and the same is likely to impact on them negatively. As per the guidelines of cycle on the research project, in identifying the main issue that occur in the school environment as the workplace, Students and teachers from Green school were to be used as the case of study. The project aim was to identify whether reading difficulties experienced by the students without disabilities is being caused by the poor reading skills of the teachers. According to Hughes, (1999), the relationship that students and teachers have during the early stages of their lives affects not only their behaviour but also their academic performances. Furrer & Skinner further pointed out that students-teachers relationship does influence the academic performance of students. This can be based on the arguments raised by Fredrick & Blumenfed (2004). The authors pointed out that student who usually has a supportive and close relationship with their teachers in most situations work harder than their counterparts who are not. In addition, these students are likely to persevere in times of difficulties and freely accept teachers’ directions, be attentive to teachers’ instructions and accept the criticisms offered. Based on the argument of Fredrick & Blumenfed, (2004), it can be pointed out that the reading skills of the teachers and the relationship that exist between teachers and students in one way of another affects the performance of the students (Hughes, 1999). Thus poor reading skills of the teachers will result into poor performance of the students in the same. Initial expectations The initial expectations for cycle two was to analyse five sources of information to be used in the current research topic. The sources were expected to provide sufficient information about the relationship between and performance of teachers’ achievement of students without disabilities in reading. In addition to that, the sources were expected to either dispute or agree with the hypothesis of this current study which states that: Is there a relationship between a teacher’s performance and reading difficulties experienced by students without disabilities? Moreover, the sources such as readings were expected to highlight what other studies have found about the research topic. Additionally, the sources were expected to assist with various ways analysing and representing the information drawn from the survey. Moreover, it w expected that teachers will dispute the fact that teachers’ performance is not in any way related to the difficulties experienced by students without disabilities in reading. Methodology This present study borrowed much from past research however survey was also carried out based on the research topic. The study borrowed from the previous studies on the relationship between teachers’ achievement and the performance of students without disabilities in reading skills. Students were used as respondents in this particular research project whereby they were interviewed on various aspects that illustrates either excellent, fair or poor relations with their teachers and a survey results used for the analysis purposes. Therefore, on the basis of the above analysis, the project involved teachers, university staff, peers, students and reading from books. A survey in form of questionnaire was used in line with the identified research topic. Finally, the collected data was analysed and recommendations given based on the findings (Baron & Kenny, 1986). Based on the analysis of cycle one, there was need to collect information from colleagues at work, readings, from my personal experience as both educational leader and a teacher, the university staff and even fellow students in both online interactions and workshops. As a result of the aforementioned results, the collected information was on the role of motivation and importance of teacher-student relation (Jolley, 2004). Additionally, information was gathered on the importance of teachers-parents relationship in improving the academic performance of students using structured questionnaires (Cole & Maxwell, 2003). Furthermore, from the reading, information was collected on teaching and learning strategies employed by teachers. Lessons learnt from cycle 1 and 2 For instance from the survey carried out on the students of Green girls and boys, it was evident that the students had a closer relationship with their teachers. This can be drawn from the answers given by the students. For instance, the teachers gave them a chance to read, encouraged them to embrace reading, the teacher reading and establishing close links with the parents in addition to having a follow up with their parents and on general performance (Hamre & Pianta, 2001). From the survey I learnt the importance of teacher’s establishing close relationship with the teachers. Moreover, from the survey I deduced that students who participate actively and have good relationship with their teachers perform highly in their academics especially in reading (Birch & Ladd, 1997). This is because they will demonstrate elements of cooperation, persistence and put more effort in their reading skills. Moreover, from cycle two I learnt the importance of using previous researches not only in literature review but also to analyse and draw conclusions based on the same. Realized expectations and Lessons drawn from five sources and analysis of the same These sources were selected on the basis that they will provide background information to the current study in addition to providing sufficient literature review, methods of data collections and even analysis. The importance of selected relevant and credible sources of information was drawn from cycle 2 of this particular project. In addition to that information from sources such as the colleagues at work and fellow students that are online or at workshops was included as collected data for this particular research project. Moreover my personal experience as a teacher and educational leader was also essential. Knowledge gained from personal experience was helpful in interpreting and analysing data from other sources in addition to drawing conclusions and recommendations on the same. The importance of selected relevant sources of information for any research project was another important element learnt from cycle 2. The reading had to be drawn only from current and credible books, scholarly materials and websites. According to Cole and Maxwell (2003), the performance or the quality of teachers is important in determining students’ achievements in areas such as reading. Therefore, it is important for all teachers to establish and develop a positive and a closer teacher student relationship. Hence, poor relation between teachers and students is one of the factors that contribute to poor reading abilities experienced by students without disabilities and thus students are right if they blame the teachers for the difficulties they experience in reading. According to Birch and Ladd (1997), in the classroom environment teachers should show enjoyment and pleasure while teaching as this is likely to make the students to be courageous not only in doing their assignments but also while reading in class. Moreover, teachers need to interact in a respectful and responsive manner to all students queries. In addition to that teachers should provide help to students consistently (Solomon et al, 2000). This can be achieved by answering students’ questions without delaying in addition to providing them with support that could assist them in achieving both their social and academic objectives. According to Furrer and Skinner (2003), it is important for teachers to assist students in reflecting both in their learning and thinking skill. Moreover, from the sources it was evident that performance of the teachers is very essential in cultivating reading culture in children and failure of the same is likely to lead to students without disabilities experiencing difficulties. Birch and Ladd (1997), this can be achieved through establishing a student teacher relationship. Due to the fact that teachers spend more time with students throughout the year, to some extent reading difficulties experienced by students without disabilities can be blamed on the teachers. Baron and Kenny (1986) communication is important in creating any suitable learning environment. Furthermore just as Hamre, and Pianta (2001), pointed learners apply different strategies when learning in addition to achieving their goals. It is also evident that some students learn quickly while others do not. However, some students are only in a position to learn if varied teaching techniques are used in the process (Barth, 2002). In addition to that most students who have closer students teachers relationship are likely to achieve higher achievements levels than their counterparts who are do not have closer and positive relationships with their teachers. Furrer and Skinner (2003), highlighted that teachers should continuously guide and monitor their students in order for them to improve in their reading capabilities This is important because through this they are in a position to all types of learning difficulties experienced y the students and thus come up with a solution for the same(Danielson and McGreal, 2000). Moreover, teachers should not only understand the problems and difficulties experienced in reading by the students but also their confusion and fears (Wentzel, 2002).  Thus teachers’ performance is measured based on their relationship with their students and poor performance of students without disabilities can be blamed on this fact (Fullan, 2004). Consequently, teachers need to be aware of problems faced by students as this will assist them to be patient with them thus resulting into the learner becoming more secure and confident (Ainley & Fleming, 2003). Graph illustrating confident of students in reading in relation to closer communication with the teachers Figure 1. Communication and performance of students in reading Furthermore, it is the existing communication between the learner and the teacher that leads to suitable environment for learning (Baron and Kenny, 1986). Nonetheless, it is important to note that it is difficult for the teachers to be aware of all the problems that students experience however they will be in a position to gather sufficient information on the areas that students experience difficulties in (Danielson, 1996). Below is a graph representing the relationship between students and teachers and the outcome as obtained from cycle two. Figure 2. Teachers’ students’ relationship and the outcome Teachers need to make use of high quality instruction techniques in order to help students experiencing difficulties with reading. Citing works of Hamre, & Pianta (2001), high quality are designed in a way that each technique is appropriate for students in every level of their academics. He further added that appropriate teaching techniques enable students to be motivated to critically think and learn (Chapman & King, 2003). Additionally, appropriate teaching techniques can enable teachers apply critical analysis and thinking in addition to effectively guiding the thinking of students and utilizing their prior knowledge (Lambert, 2002). According to research carried out by Hughes et al (1999), teachers cannot control the performance of students be in reading or writing. This is because teachers are not only the ones responsible for the performance of students when it comes to reading (Australian Government, 2005). Parents and the school community as a whole too have a role to play (Wentzel, 1997). In addition to that it is difficult to evaluate the performance of teachers on the basis of student’s performance as teachers are not only the primary actors. Consequently, a study carried out by Cole and Maxwell (2003), pointed out that there is a possibility of good teachers being assigned students who generally poor academically. Conclusions and recommendations From the survey carried out it can be concluded that teachers performance affect the reading abilities of children without disabilities. Thus teachers should always encourage students to participate in readings in class and also discuss their performance with their guardians or parents. Moreover teachers should aim at pronouncing the words correctly and also ask the students to do. Furthermore, incase of any decline in a student’s performance, teachers should be interested in knowing the causes by asking the students. In summary, teachers should establish closer and positive relationship with their students as this make them motivated. References Ainley, J & Fleming, M . (2003). Five years On, Literacy Advance in the Primary Years, Catholic Education Commission of Victoria. Australian Government (2005), Teaching Reading, Commonwealth of Australia, Canberra. Baron, R.M. & Kenny DA. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology.51:1173–1182. Barth, R. S. (2002). The culture builder. Educational Leadership, 59(8), 7-11. Barth, R. S. (2003). Lessons Learned: Shaping Relationships and the Culture of the Workplace. Thousand Oaks, CA: Corwin Press. Birch, S.H, &Ladd G.W.(1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology.35:61–79. Bush, T & Glover, D. (2003). School Leadership: Concepts and Evidence, National College of Leadership, Nottingham. Chapman, C. & King, R. S. (2003). Differentiated Instructional Strategies for Reading in the Content Areas. Thousand Oaks, CA: Corwin Press. Cole, D.A, & Maxwell, S.E. (2003) Testing mediational models with longitudinal data: Questions and tips in the use of structural equation modeling. Journal of Abnormal Psychology.112:558–577. Fredricks, JA & Blumenfeld, P.C, (2004) School engagement: Potential of the concept, state of the evidence. Review of Educational Research.74:59–109. Fullan,M.(2004). Personal Action Guide and Workbook, Leading in a Culture of Change, Jossey Bass, San Francisco. Furrer, C. & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology.95:148–162. Hamre, B. K, Pianta, R.C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. 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