In conclusion the real affects of why students do bad in school isn 't because they don 't feel like doing there homework or because they think its too hard or it 'll take forever or that there teacher is just straight up mean but that some people have no choice . Which doesn 't allow them to do good in school or just to escape were crazy families and i don 't just say this just to say this but thats the truth behind the ugly doors in the world that there are bad people that don 't allow our youth to become what they need to become to insure our future. So i just wonder whats doing on in the minds of the parents who think that they don 't need to go to school and lets treat our kids the way we want to treat them and lets use them for our own benefits and not insure our great nations next coming generation. so now i leave this question unto you whats the real reason that
Parents’ work schedule also conflict with school events, and thus makes parents unable to attend (Lindle, 1989:12). Parents’ own negative school experiences also influence the building of a positive relationship with their child’s teacher (Graham-Clay, 2005:117; Richardson, 2009:1-12; Christenson & Sheridan, 2001:17). Indeed, parents also lack the understanding of how to interact with the educational organization effectively. Finally, the educational jargon schools regularly use with parents is another all too familiar communication problem (Graham-Clay, 2005:117-129). Nichols and Read (2002:49) argue that a compelling barrier to significant communication is the traditional parent-teacher conference that lasts five to fifteen minutes.
Low socioeconomic conditions negatively influence school readiness, academic achievement, and overall school success. Socioeconomic conditions and school readiness are developed long before the start of children’s formal education and previous learning environments vary across social lines (Pettigrew, 2009). For example middle and upper-class parents frequently enroll their children in daycare programs that offer curriculum adapted specifically toward preparing the children for future academic success. However, low-income families lack the means to provide such educational programs. Many economically disadvantaged children can have little or no experience in any type of educational setting prior to enrollment in kindergarten.
Also, as poorer families do not have access to free education, the children will still not have a chance to go to school. When families are already in extreme poverty, they would not even have the extra funds to send their children to schools, thus school not becoming an option for their children. Since the children cannot go to school or work, their lives will lose purpose, being detrimental to them in the end. For the company sector, the company is another party which will be heavily affected. Their income will be affected due to the sudden shortage of workers.
Moreover, the mindset of children that higher marks will ensure them a great career ahead is also a challenge. The industry expects practical knowledge. And when children fail to get employment, dejection is seen in them. Also, the rural education sector has been totally ignored by the government and urban populace. It lacks infrastructure
The effects of timeless single parents on their children are unsuccessful educated, bad behavior and lower socializing. Many pieces of research show how single-parent can affect a children’s educational success. It has a higher opportunity that the single parenting children won’t be successful in their studying because they don’t participate their class. Garriga (2010) found that children from single-parent families are more often too late at school. A higher percentage of pupils from single-parent families in a school might thus lead to more pupils arriving too late at school and hence disturbing teaching and learning of the whole class.
A very common controversial topic in schools is bringing in uncertified people to teach in classrooms. Schools have teacher shortages and have a hard time bringing in former teachers (Laczko-Kerr & Berliner. 2003). Many uncertified teachers have some training to cope the shortage but not enough to help student’s performance (Laczko-Kerr & Berliner. 2003).
One of the reasons is because they can’t take care of their children, without them their child can be easily inveigled by other people. They can still struggle here in the country with their child so they can mentor their children to learn influential things in life. Due to the non appearance of parents they can’t monitor their children at school and their children may fail to their exams if there is no one who can enlighten them and they will not be abreast of what’s occurrence to their children at school. Without your parents, life is rude because there will be no one who will comfort you and take care of you. Parents cannot conduct their children on what are the awful things they are doing and they will not see if their children are going with their “barkada”, smoking and drinking with them.
Despite the fact that student teachers are required to accomplish a teaching practice course in schools before graduation, a number of them is concerned with the insufficient time assigned for teaching experience. They consequently reported that they lack the required teaching skills and confidence to deal properly with various communities of students (Louden & Rohl, 2006). Thus, this lack of teaching strategies and confidence may lead to frustration and job dissatisfaction (Stuart & Thurlow, 2000 as cited in Louden & Rohl, 2006). Developing a range of trainings to expose student teachers to real educational contexts during the preservice education in order to enable them to be well-prepared teachers is extremely important. One of these trainings is a cross age peer tutoring where the most