NAEP Analytical Paper
Analysis of reading over the years reveals that it continues to lag behind as opposed to the set expectations. It has been attributed to several factors that seem to crop up day in day out. They include challenges posed by management, like setting up general standards that are expected to be followed by all students. Some schools have their teachers working too many roles that reading is given minimal time. Inadequate time to design curriculums results in a backlog in reading. The inability to identify diversity in schools by the system contributes to poor translation. To ensure improved reading in students, management should prescribe a curriculum that is friendly to all types of students; teachers should be allocated roles that are enough for them. Curriculum design should be assigned maximum time, and schools should recognize diversity in their curriculum set up. The paper aims to analyses challenges that hinder proper reading outcomes in students and ways to solve the challenges.
The school management has turned out to be a significant challenge in achieving the right reading outcomes in students. It does so by restricting teachers to a particular design of teaching that is expected to be followed without fail. It is through this that teachers get the pressure to over the set-out syllabus within the short period allocated to them. It, in turn, affects the students given that in a class, different students grasp information differently; there are slow learners and quick learners. As for the slow learners, they end not understanding something out of the course. Some schools have allocated to many roles to their teachers hence minimizing the time the teacher spends on coming up with ways to deliver information to students best. Teachers provide services like social workers and, at the same time, are counselors of their students. As a result, reading is affected as no positive outcomes will be achieved.
The inadequate time allocated to curriculum design by stakeholders is a contributing factor to poor reading outcomes in students. The matter is not treated with the necessary resources and complexity it requires. Moreover, teachers, too, are expected to offer a lot yet given minimum time to prepare for teachings. Teaching plans need enough time to be designed for them to achieve the expected results. It has been revealed that some schools fail to recognize diversity in their schools in developing a teaching plan. Given that a diversified lass portrays different believes and perceptions towards teachings, failure to incorporate this aspect will result in poor reading outcomes from the students.
The attainment of positive reading outcomes from students begins with the school management. They should be ready to liaise with the teacher and get their views before implanting a specific policy in schools. A teacher is the closest person to a student hence understands better ways to make the student attain higher reading skills. They can identify the right policies that give teachers ample time with the student for the achievement of goals. It will also allow the adequate teacher time to learn the students and treat the slower learners with the right attitude they require. Schools should allocate manageable duties to teachers to allow them time to concentrate on attaining reading objectives in students. For instance, the school should hire a school counselor to attend to the emotional needs of the children hence reduce the time teachers spend on counseling. It further ensures the teacher has the main goal to concentrate on, which is positive reading outcomes from the students.
Designing a curriculum should be allocated adequate time and resources necessary to ensure only the best is selected for the school. The same applies to teacher preparation for a particular course. Before taking students through a specific course, teachers should take enough time to come up with a teaching plan that incorporates course content. It also outlines which topic will be handled at a specified time, ensuring that the teacher is prepped before it is due. Through this, the teacher will attain positive feedback from the students. Teachers are expected to design their curriculum in consideration of the diverse nature of their lass. It is because students learn in a unique manner and share different perspectives. Aligning curriculum design to meet diversity minimizes barriers to achieving positive feedback. It maximizes the chances of learning by all students.
The various barriers to attaining positive reading goals from students are a result of issues that can be attended to and hence the growth in reading. The school management plays a vital role in achieving the right results from students by involving teachers in policymaking. Schools should further ensure that teachers are allocated the task of teaching, and other functions are handled by specialized people like counselors. The teachers are expected to prepare adequately before begging a course with the students. It provides ample time for topic research hence great deliverance. The right procedures should be followed in designing a curriculum such that it incorporates diversity to attend to all student’s needs. If the above measures are implemented, positive reading feedback will be achieved from students.