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MINORITY AND THEIR NEEDS

meraz.shima.aiman

Definition
The small number or part especially if the number is half than the whole number. Students from those groups are also lessfrequently identified as gifted or talented (Elhoweris et al 2005) Students from minority groups who tend to do well academically and can also experience difficulties in schools.

Labels of Students Least Likely To Succeed


Struggling Students Reluctant Students At Risk Students Disadvantaged Students Alienated Students Resistant Students Educationally Deprived (Johannessen, 2003, pg.6)

Characteristics of Minority Students


Low socioeconomic status families Minority ethnic groups Linguistic minority background History of academic failure Older in age than classmates Emotional and behavior problems Lack of psychological attachment to school

(Ormrod, 2006)

Teachers Encouraging Minority Students


Make the curriculum relevant to student to students lives and needs Use students strengths to promote high self-esteem Communicate high expectations for students performance Encourage and facilitate school involvement and extracurricular activities

(Ormrod, 2006)

Teachers Promote Self-Determination in Minority Students


Strategies: Present rules and instructions in an informational rather than controlling manner Give students opportunities to make choices (individually or as a group) Evaluate students performance in a noncontrolling manner Use extrinsic reinforcers selectively (Ormrod, 2006)

Teachers Promote Self-Efficacy in Minority Students


Strategies: Teach basic skills Use effort and achievement rubrics Assure students they can be successful Promote mastery or challenging tasks ( Marzano, Pickering, and Pollock, 2001)

How do teachers know if minority students are learning?


permanent changes in behavior as a result of life experiences permanent changes in mental representations or associations as a result of life experiences

(Ormrod, 2004)

Teachers Make Learning Meaningful for Minority Students


Student-directed instruction promotes prior knowledge activation Meaningful learning occurs only when students can relate new information to prior knowledge Meaningful learning facilitates both storage and retrieval of information

(Ormrod, 2004)

Transfer and Problem Solving Strategies for Minority Students


Allow students many opportunities for practice and learning Use scaffolding for complex tasks Implement authentic activities: Homeworks must require prior knowledge Create activities that promote HOTS Convey high performance expectations

(Ormrod, 2004)

Teachers Can Motivate Minority Students


Intrinsic (internal) motivation has more advantages than extrinsic (external) motivation. Intrinsically motivate students by Creating meaningful lessons Promoting authentic engagement Encouraging students success Promoting pleasure and enjoyment

Needs Deficiencies in Minority Students


Maslows Hierarchy of Needs Physiological Needs Safety Needs Love and Belongingness Needs Esteem Needs Need for self-actualization
(Ormrod, 2004)

Minority Students Need Goals


Goal setting influences motivation Goals influence choices and consequences that are reinforcing Goals effect the extent that students become cognitively engaged

(Ormrod, 2004)

Benefits of Goal Setting

Goal attainment results in considerable selfsatisfaction, greater self-efficacy, and higher standards for future performances. Goals are beneficial only to the extent that they are accomplishable. Setting goals is an important part of selfregulated behavior and learning.

Teachers Can Motivate Goal Setting in Minority Students


Communicate high student expectations Establish routines Positive feedback Encourage individual mastery goal setting Relate failures to controllable external factors or unstable and controllable internal factors Relate successes to stable and unstable internal factors

(Ormrod, 2004)

Teachers Foster Positive Attributions of Minority Students

Teachers communicate their attributions for learners performances directly through statements and indirectly through emotional reactions. Teachers evaluate students on the basis of mastery and not one another. Teachers should encourage students to take on challenges and risks. Classroom activities should be noncompetitive.

(Ormrod, 2004)

Teachers Promote Learning in Minority Students

Teachers must believe that they themselves have some control over students learning and achievement. By using instructional strategies that promote long-term memory storage, by scaffolding challenging tasks, and promoting HOTS they can genuinely help students master school subject matter. Teachers must believe that all students can learn.

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