At-risk, readers are definitely in the classroom of every teacher. However, it is prudent to know who at-risk learners are instead of assuming that everyone is capable of identifying at-risk learners. The manifestation of poor academic grades and general disconnection is the most common feature of at-risk learners. These occurrences, therefore, require a combined intervention of educational stakeholders to avert this educational crisis. Teachers, parents, and students in these cases are the main stakeholders while the state and the community become the secondary stakeholders (Jennings, 2003).
The following aspects have been cited as major manifestations of at-risk readers;
The above-mentioned aspects need professional redress by the teacher as the first intervener. This is because it is the teacher who spends most of the time with the learners thus able to promptly identify the at-risk learners. Ordination between the teacher and the parents are essential in averting the setbacks faced by at-risk learners in an elementary school. To effectively handle this challenge, possible causes that may result in academic failure, disengagement and deviance must first of all be established. This is because all the three have got one consequence which is demotivation to learners (Husted et al, 2005).
Several academic related issues can affect the motivation of At-risk Students. These include;
It is important to note that intervention does not only rest in the shoulders of the classroom teacher. There should be a general commitment from all the main educational stakeholders. Factors such as the teacher-student ratio must greatly be looked into by the employment authority as research has established that large classrooms affect one to one interaction between teachers and learners. Small classrooms, on the other hand, encourages the teacher to student instruction which increases the isolation of withdrawn learners(O’Brian, 2002).
In addition, teachers should go the extra mile in giving attention to At-risk students. These students need someone who is very patient and tolerant to them if at all they are to be helped. Relevant players especially school leaders should select teachers with a proven track record in rehabilitating At-risk learners. Great consideration should also be put on the stage of development that most of the elementary learners are undergoing. Some learners may be much potentiated but can easily be distracted with factors such as peer pressure and adolescence dating (Shambaugh, 2002).
For teachers to effectively incorporate At-risk learners in the classroom, the teachers need to put into practice the following factors.
In conclusion, all is not lost in rehabilitating at-risk learners. The teachers who spend most of the time with learners should be patient and intervene if an ultimate solution should be found. Motivation is an essential aspect of assisting and building the confidence of At-risk learners.