What are the Attitudes of middle school teachers? There is no doubt that middle school teachers face a difficult challenge dealing with their students. Students at this age are experiencing the challenges of early adolescence; it’s a very confusing time for them. Their minds and bodies are constantly changing and it’s a time of self-discovery and development of personality. At the same time social interaction with their peers is very important to them and sometimes can be a destructive influence.
Their teachers are the adults who are closest to them during most of their day. Creating an environment that is responsive to their sudden changes is as important as their performance in the class. Teaching is not easy; it’s very complex and at no point can it be reduced to be one task mastered at a time.
Middle school teachers have to win their students heart while at the same time getting into their head. This requires personal interaction with each and every student. Many studies suggests that middle school teachers with such relationships are least likely to experience classroom behavior problems and better academic performance.
Attitudes of middle school teachers toward the achievement of English Language Learners (ELLs)
A recent study in North Carolina examined middle school teachers’ attitude about instructional strategies used to improve the performance of the students who are ELLs and the support they receive. Many teachers feel unprepared to use the provided materials due to lack of appropriate training that address the unique needs of ELLs.
The gap between the number of English Language Learners in Classrooms and the percentage of teachers qualified to teach them is an alarming indication of the need to help teachers have a positive attitude towards dealing with the unique need of these students. The study also showed that 78% of students’ academic achievement was traced to the qualities of interactive behavior and good attitude by teachers working with these students.
Another study conducted in South Florida in regards to the factors affecting teacher’s attitude towards ELLs showed that personal development and training in working with ELL student was a necessity for the success of any student.
Attitude of middle school teachers towards contextual learning
- Encourages students to learn from each other
- Emphasizing on problem-solving skills
- Teaches students to become self-regulated learners, i.e. able to monitor their own learning
- Develops understanding that teaching occurs in multiple contexts.
In a study aimed to determine the attitude of middle school teachers towards enhancing student learning beyond the typical, necessary score, several opinions were seen among a number of teachers surveyed. More than half of them considered this idea of contextual learning to be exciting and very ideal.
- they saw its value particularly after implementing it
- they had a firm belief in its potential to benefit student’s increased understanding of course materials.
Some teachers, however, expressed uncertainty toward this kind of learning; questioning how contextual learning could be accomplished on their curriculum.
Most of our children, often fail to see the need for skills learned in any subject and they lose interest in the necessity of school. As a result, they tend to opt for thicker and quicker ways to earn an income.
They fail to graduate, and when they do, they lack the skills necessary to cope with the competitive world. That why contextual learning and the attitude the teachers have towards it matters a lot to the success of the student.
Teachers perceive the standard of learning in their curricula not necessary in the real world, and many of them have become frustrated. Most of them agree that the current standard of learning could be improved and are enthusiastic about the potential benefits of contextual learning.
Middles school attitude toward Inclusion.
Inclusion programs are interpreted and carried out differently depending on location. Inclusion is not a consistent rule, but it’s about fairness in enabling participation of students with disabilities in a classroom. It supports these students development of good relationships and active social lives. There has been trouble with this in today’s public schools especially after the No Child left Behind Act was enacted where students with disabilities are placed in general education classrooms.
To access middle school teachers attitudes towards inclusion, a recent study revealed the teacher attitudes about training for inclusive settings, and the challenges they face in inclusion classrooms and how their belief impacted the performance of their students.
When a teacher encounters a student with a disability, they experience discomfort, fear, vulnerability, uncertainty and in an ability to cope. However, there has been great improvement in the attitude of teachers toward students with disabilities. After dealing with these students for some time, they demonstrate less pity and focus on the individual rather than the disability.
Other studies that have investigated middle school teacher attitudes towards inclusion has discovered a great need for training and resources for them.
A teacher’s attitude matters a lot in the classroom. It impacts how they relate to the student as well as how some curricular decision will be determined in a classroom. Teaching is a challenging profession especially when dealing with most difficult students, but teachers can always learn and apply some strategies such as building empathy and finding positive aspects in student’s negative attitudes and behaviors and converting them to positivity.
It is very critical that middle school teachers find ways of building relationships with every student whether disabled or learning a language and applying contextual learning to motivate them to improve in their areas of weakness. At this age, these students aren’t teenagers, but they are also not babies, so you need to create an environment that is good for their developmental changes.