The excerpt that caught my attention refers for the trouble confronted by mainstream teachers and counselors in their work to decide where to location immigrant students who have powerful academic performance, but low linguistic ability. Whilst some of these instructors need to place these students in high-ability classroom that will challenge them academically, they don't need to overwhelm these students due to the latter's language deficiencies. In other cases, instructors and counselors merely location these students in low-ability classrooms with out much consideration (Harklau, "Jumping Tracks," 1994, p. 355).
After reading this excerpt, I felt frustrated in the rigidity on the school method that limits the options which are out there to immigrant students who do not fit to the school options. Teacher and counselors who make the decisions around the placement appear to face a option among nightmares due to the fact none from the alternatives are appropriate for your students. I also experienced a sense of concern for these immigrant students because they're denied a true opportunity to succeed inside school environment. Whilst schools are supposed to prepare students for their future, these compromises don't glimpse to match the supposed In my opinion, this excerpt provided a traditional illustration of the many inadequacies and inflexibility in the school system. Instead of catering for the students' needs and interests, schools expect students to conform towards the uniform standards with the school curriculum and standards of behavior.
As pointed out by Oakes and Lipton (1999), the school technique has been governed by archaic and entrenched policies that are meant to create an efficient method for "mass-produc[ing] learning" for decades (p. 283). Orfield, G., Bachmeier, M. D., James, D. R., & Eitle, T. (1997, September). Deepening segregation in American Public Schools: A specific report within the Harvard project on school desegregation. Equity & Excellence in Education, 30(2), 5-24. Yet, in recent years, educators have learned that all persons have distinct learning styles and strengths. Therefore, teachers will only be in a position to develop the ability of their students by acknowledging their differences. Rather than undermining minority students for their difference during the white, middle class peers, educators should celebrate diversity and difference in schools.
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