Discussion: Teachers’ Responsibilities Towards Students’ Growth

I believe teachers are responsible for the social and academic development of students. Apart from having the expertise to teach formal lessons, teachers provide an appropriate environment for students to develop socially. They also ensure that students understand all the concepts taught in class and how they can be applied later. Besides the daily classroom interactions, teachers provide students with varied social activities (Oakes 129). These activities help in enhancing teamwork, leadership skills, and camaraderie. The academic and social growth among students starts in class. This is because they are provided opportunities to learn and develop in environments that recognize their skills. Stand-alone activities are significantly linked to academic performance and improved behavior.

Teachers and parents should be involved in student’s learning and growth outcomes. This is because they both play a very important role in forming a child’s character. Children are very innocent, and they learn what is being taught to them. They trust their parents and teachers. They follow their parents’ or teachers’ teaching. Everything taught to them creates a profound impact on the formation of their character (Oakes 131). Childhood learning leaves a long-lasting impact on the kids. All the teachers and parents should take the responsibility very seriously to teach their children a lesson to be a good human being.

A realistic and positive vision for students can be implemented by establishing a growth mindset in which students can develop their talents and skills through persistence and efforts. First, teachers need to use diverse teaching strategies and expose students to different instructional methods. By doing this, students will grow interested in understanding various concepts at a deeper level. Nonetheless, students should be allowed to set measurable, realistic, specific, and time-based (Oakes 145). A practical teaching framework that can be used is the Universal Design of Learning. This framework can be used to single or course class session designs, and it majorly focuses on accessibility making it an effective method of ensuring success for every student. It also provides several means of representation, engagement, expression, and action.

Work Cited

Oakes, Jeannie. “Tracking in secondary schools: A contextual perspective.” Educational psychologist, vol.22, no. 2, 1987, pp. 129-153.