According to Douglas Reeves, in the article, “The Learning Leader/The Extracurricular Advantage”, he states that “I learned that the school has recently achieved dramatic improvements in student achievements on almost every count”(1). This means that the school benefits from every student that has social responsibility. In Hoffman Estates High School, few students and teachers tolerate each other even though it’s very diverse. Hoffman Estates High School is a successful school but could improve on social responsibility so that students are more actively involved in resolving conflicts and to have more tolerance to diversity between students and staffs. These are some of the reasons why students need to have social responsibility as it plays a huge role in having a positive school culture and success.
Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places. Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges with their peers from several backgrounds. On the long run, teachers, parents, and the society as a whole would develop. Students with learning disabilities should be included in the “normal” classroom because it improves their academic performance, social behavior, and communication language.
The finding showed that people that had closed contact with schools and assist student in classrooms often have much more positive attitudes to teachers than people with little direct contact. This suggested that building stronger links between the schools and the community can help to enhance the status of teaching and indirectly, teacher motivation and commitment (OECD, 2011:247).Findings of this study showed that some parents had smooth relations of teachers at schools. It helped to increase teachers’ attitude and motivation and the frequency of parents contact with school staffs. Therefore, parental attitude and involvement was generally positive in high frequency of parent contact with teachers. Moreover, parents’ involvement in the school improves parents’ attitudes to school (Bempechat, 1992:33; Greenwood & Hickman, 1991:280), and enhances their collaboration with it (Tam & Chan, 2009:84), and also motivates teachers to seek ever-better instructional methods (Koutrouba, Antonopoulou, Tsitsas, & Zenakou, 2009:311-328).
Protective factors at school can be things such as having a teacher who shows a lot of care and compassion for a child success. It can also be things like helping the child build a high- expectations and sense of achievement for themselves, and helping children see where their skills are. Also a good way for teachers and school systems to incorporate protective factors for an individual would be to give them opportunities to strive, and get more involved in the educational system (Benard, n.d., p. 2-3). Lastly, these external protective factors
Furthermore, more serious student behavior, as a form of language, may also diminish in a safe and consistent classroom environment. As teachers earn student trust more desirable forms communication can take place. Next, students who show physical or social aggression towards peers that is motivated from a desire to preemptively provide personal security motivated from of a lack of safety in their personal lives, may decrease their behaviors when provided a consistently safe environment. Finally and most importantly, a teacher who has consistently adequately provided a safe learning environment will help to positively change and reshape students’ world
So, they acquire more confident expressing their views and they enjoy being challenged. In other words, makes them cooperate with members of the opposite-sex because collaboration between the sexes in the classroom helps develop confidence in students so that they feel comfortable sharing their ideas and opinions in any situation. Moreover, learning in co-education schools provide appealing surroundings to both sexes; it will increase the boldness level of both sexes. The study with the opposite gender plays a crucial role in character of scholars. Plus, kids spend their youth within the classroom expansion skills which will relief they preserve relationships of their lives.
Welch (2014), states that relationships have the ability to influence learning, behaviour, engagement and wellbeing of students. In particular peer relationships can provide a range of positive outcomes that can influence a students social and emotional wellbeing. Welch (2014), highlights that there are many varieties of peer relationships, all of which can have positive effects on the associated students. Welch (2014), states that peer relationships provide students with companionship, emotional support, social identity and a sense of safety and belonging. These aspects of peer relationships are imperative to the academic success of students.
Machado states that, “good listening habits are especially important in school situations (2013, p227). If a teacher expects the students to listen to him or her, and give them their undivided attention, then as teachers we should give them the same respect and listen to them. It means a lot to a child if we bend down to their level and really listen to them. This makes the student feel special and that the teacher is truly listening to them and interested in what they have to say. I feel it is very important to lend an ear to every student and make them feel significant and really cared for.
Often, special educators are more comfortable with inclusion than general education teachers because of their experience and expertise in the matter. According to Cook, Semmel, and Gerber in “Attitudes of Principals and Special Education Teachers Towards the Inclusion of Students with Mild Disabilities”, teachers also often feel like they do not have enough support from the school and administration to implement inclusion (1999, p. 200). Administrators and special educators alike need to be positive and understanding throughout the inclusion process to support general educators because they hold significant influence over the subject. Special educators support the idea of providing supports for a student with mild disabilities in an inclusive classroom. From the perspective of teachers, inclusion is a good idea and will benefit the education of students with disabilities.