Introduction
Over the past years, scholars have developed interest concerning reconciling personal behavior amid more contextual post-positivist theories in terms. Gall, Borg & Gall (1996) stresses this point by stating that “people are moving way from the technocratic “handmaiden” approach to policy analysis which dominated the 1970s- 80s in the government” currently there is high acknowledgment of the existence of a “multiplicity of perceived realities” instead of one empirical one. Kelly 1992. The ever increasing complication of governing environment, which stress policy making through use of networks also demands a shift in policy
Epistemological beliefs
Guba & Lincoln (1989) explains individual epistemological beliefs as a way of knowing. The epistemological concept formulated by Baxter Magolda is powerfully attached to concerns within education (Duell & Schommer-Aikins). The pursuit to understand how students grow intellectually is the central point for any important educational practices. It is thought that students understand their educational practices on the basis of their assumptions regarding the source, borders, and certainty of information. When Baxter Magolda studied college students at the Miami University, he identified four main ways of knowing upheld by students at the college:
Absolute (knowledge is absolute or certain)
Transitional (knowledge is absolute or partially certain)
Independent (knowledge is not certain, persons have their personal beliefs),
Contextual (knowledge is based on proof in context)
According to Baxter Magolda these four methods of knowing outline the Epistemological Reflection concept, whilst this model is related to Perry’s scheme, this concept looks for understanding the beliefs which influences how students in college interpret their own educational experiences Mertens (1997) Independent and absolute ways of interpreting seem to be articulated by behavior lists, whereas independent and contextual ways of interpreting seem to be articulated by constructivists students in the college classroom.
Epistemological beliefs effects how teachers resolve problems regarding practice. Teachers tackle issues which are beyond those which are technological in nature, for example teaching skills. Thus, teachers are anticipated to solve issues and situations that have a diverse and at times contradictory condition Mertens (1997) For instance, teachers are projected to have total management of their classrooms, and at the same time craft an educational setting that promotes creative, independent, self-directed students. Mertens (1997) recommends that teachers ought to attend to diverse phenomenon of curiosity, different notions of the issues, and different facets of events possible to be overlooked in a single perception to make suitable decisions. Nevertheless, a lot of research concerning epistemology has based on theoretical aspects and very few studies have offered recommendations for classroom practices. When teachers understand the epistemological beliefs of pre-service they may be able to be extra aware of how students they teach think about education and resolve complex problems. Normally teachers demonstrate their beliefs for students Mertens (1997) Educators for teacher need to understand better the different epistemological beliefs upheld by experienced and also novice teachers and the way those beliefs affects student learning. (Mertens, 1997)
A number of methods for assesses epistemological beliefs have been developed, since different researchers have made elaborations on Perry’s (1970) initial work. Gall, Borg & Gall (1996) observers that there is modest consensus amongst researchers concerning constitutes of a central set of epistemological beliefs, the manner in which they are interrelated, and also how they seem to develop. In addition Gall, Borg & Gall (1996) notes that there are variations among paradigms which are used to direct research on teachers’ thinking and knowledge, but seem to approve a similar concept that “methodological differences are rooted in fundamentally different epistemologies.” Even though nearly all research in education has been relied on positivist epistemology, it is important that interpretive methods be used when studying human phenomena. Gall, Borg & Gall (1996)
Interpretive
Interpretive is a responsive constructivist way to evaluation in education; it diverges from the previous ones as its emergent way intended to include background and revolving to phenomenological or interpretive perspectives. Through rejecting the thought that there is only one single reality in the social world, truth is viewed as socially built during interaction and language. Interpretive recognizes that in given any circumstances there will be diverse interests or stakeholders. There will be distinctions between the groups (and perhaps also within) of stakeholders in relation to their formulations of the ‘reality’, objectives, motives, and so on. The duty of the researcher is to be able to identify and give say to these diverse positions. Egon Guba and Yvonna Lincoln in their book “Effective evaluation” identify four main stages which occur in responsive evaluation, these are
Initiating and arranging the assessment, identifying the stakeholders,
Identifying main issues and concerns in the course of interviews with stakeholders
Gathering helpful information about the issues, concerns, and values identified by the stakeholders
Reporting results effectively in suitable format for diverse stakeholders and the interested parts, and in discussions with the stakeholders, making judgments and recommendations based on gathered information
Post-positivist
Post-positivist put emphasizes on the principle of subjectivity and coexistence of several possible realities, every one of which is related to a particular context or structure of reference. Thus, various alternative forms of reality are permitted, and the examiners must find diverse viewpoints to describe these perspectives of the actuality. Every behavior is subjected to several interpretations instead of a single explanation. On the other hand phenomenology is mainly concerned by understanding phenomenon through the viewpoint of those who have been able to experience them. Thus it means that the examiner has to engage the stakeholders in the processes of evaluation, carrying out examination more from insiders’ instead of isolated observers’ point of view. (Gall, Borg & Gall, 1996)
This interactive procedure, where by the researcher and participants learn from one other, is what is known as post-positivist evaluation research method. Post-positivist produces in-depth, comprehensive data, founded on the person’s personal point of view and experiences. Questions which need to be asked and the information to be gathered come out in the course of carrying out the research. Subsequent to a phenomenological direction the “structure of experience” ought to be described by use of the conditions of suggestions of the research participants themselves. The evaluators are not supposed to impose hypothetical understandings on phenomenon, but they should rather attempt to comprehend participants “in terms of their own definition of their world”. (Gall, Borg & Gall, 1996)
The simple, positivist manner of defining evaluation research is through relating it by the evaluation of action. In this context action may be anything which attempts to alter the behavior of a person to the programs which, intends to alter a whole society. To what questions are researchers looking for the answers if we they have to follow this explanation of evaluation research? The questions will be:
Did the action work?
Was the action successful in meeting its intended objectives?
For whom does this action work?
However there is a risk that such questions may be over-simplistic, thus leading those carrying out research towards measurement orientated and description orientated evaluation models. (Gall, Borg & Gall, 1996)
Most general definitions of evaluation consist of the evaluation of merit (good point) and value so as to improve decision-making. Merit and value is the object of evaluation which can be a product, an educational program, a curriculum, personnel or students, etc. Merit is used to refer to the brilliance of an object being assessed via its intrinsic qualities or its performance; while worth means the value of an object as related to its purpose. For example, M. Gall, W. R. Borg & J. Gall in their 6th edition of Educational Research (1996) describes educational evaluation as the procedure of carrying out judgments regarding the merit, worth or value of an educational program. In addition, according to Mertens (1997) in his handbook of “Research Methods in Education and Psychology” he terms evaluation as the methodical analysis of the merit or value of an entity (program) in order to limit uncertainty in making decision.
The questions which are asked in these assessment models are aimed at merit and worth. An individual may evaluate the merit of a program by asking, how sound does the program work? However, worth can be evaluated by asking, whether what that program does, is important? Even though the “purpose evaluation research” is unmistakably described as decision-making, this particular approach to assessment does not encompass all the facets which are stressed in the post-positivist or interpretive paradigms. For instance, basing on Guba & Lincoln (1989) definition of theory-based evaluation he describes evaluation as an approach where by the evaluator creates a concept on how the program performs, using concepts founded on stakeholders’ assumptions, existing social science model, or both to direct question formulation and data collecting.
Guba & Lincoln (1989) also states that in developmental evaluation the evaluator becomes a part of the designing team assisting to monitor, what is going on, both procedures and results, in a growing, swiftly changing background of regular feedback and modification. The evaluator’s most important function in the team is to explain team discussions in relation to evaluative data and reason, the evaluator also has a role of facilitating information-based decision-making during the developmental progression. Taking the participatory evaluation approach, Guba & Lincoln (1989) observes that evaluation is a participatory procedure which entails the stakeholders in different tasks of the assessment so that the outcomes are fully understood by the project participants.
Taking into consideration these post-positivist/ interpretive ideas, the clear definition of evaluation thus is supposed to be formulated as “the participatory assessment of merit and value from the perspective of different stakeholders in order to promote the stakeholders’ judgment-making”. For that case, the questions for this kind of evaluation concepts may be:
How did effects or results differ across different participants and the approaches?
Did the particular program give support to the performance of each group represented through stakeholders?
What unexpected impact will the said program have on diverse groups that are involved?
Which decisions should they make, on the basis on the data?
Comparing the interpretive and post-positive
The positivist and interpretive styles of evaluation differ by research methods and also evaluation questions. Whereas positive approach relies a lot on quantitative ways of analysis, post-positive/interpretive evaluations relies a lot on the qualitative methods.
Contrasting the interpretive and post-positive/ methods regarding evaluation, we can clearly witness the increasing complexity in the aspect of participants’ involvement, participants who are accountable for the assessment and interested in its results, and in the aspect of research methods which ought to be combined. For example Guba & Lincoln (1989) have illustrated the phases of evaluation as “generations”, where by the more current ones replace the older ones. The appropriateness of the “generations” image has been also been argued in the evaluation society, as a lot of the evaluation approaches and concepts which were formulated in previous days will continue to influence contemporary theory and practice. Thus, it can be hypothesized, that taking evaluation research development, as hierarchical phases of understanding the system, can be more valuable.
In order to explain this idea, the contrast of evaluation research to the Systems approach (von Bertalanffi, 1968) appears to be appropriate. For the purpose of understanding and regulating any educational phenomenon it is important to view it as a system. In every system both the inner and the outside surroundings exist, which are separated from one another other by the boundaries of the system. From the viewpoint of evaluators we are able to recognize, thereby, the likelihood of internal and external evaluation. Internal evaluation allows an in- depth analysis while the external allows a more broad view of the whole system. Every system is distinguished by exchange of information between inside and external surroundings. This information is in turn used for suitable working of the system; it also influences the external surroundings around the system. We therefore can contrast the function of this exchange of information in the systems with the function of information which is resultant from evaluation studies. (Von Bertalanffi, 1968)
Problem of positivist
Post-positivists like the positivists, believe in existence of reality, however post- positivist differ with interpretive in the manner that they affirm what can be known or comprehended about the reality. As Mertens (1997) argues, because theories are social constructed and as human beings are reflexive in nature, objectivity can be used to serve as ideal, however it needs a critical society of interpreters. Many post-positivists view policy analysis as not being inherent culprit, but instead it is supposedly objectivist epistemology, where by policy analysis has increasingly become institutionally entwined. However what is incorrect about policy analysis is also what is incorrect about post-positivism; its supposition that, only empirically visible can make contribution to knowledge, and that a small number of distinct factors are important and that these small (limited) factors can function independent of the context. Value considerations and subjectivity are in proper, value and fact can be separated, and by adhering to the above is what contributes to science.
As noted by Mertens (1997), positivism is not any different from any other ideology, apart from the fact that it masquerades as an objective science. Whilst the positivist science may assess the value of two different great art works in accordance with quantifiable categories for example, great use of color, Mertens (1997), suggest that reducing the quantifiable aspects by use of common denominator is not sufficient and may distort the value. In spite of the positivist claim of objectivity and neutrality, Mertens (1997), observes that scientific methods that underlay on positivism diverges from these same goals by its “anesthetizing of moral feelings” through the replacement of emotional events. For example “gruesomely burned human beings” and “the aguish of joblessness” with other new tags which lacks emotive feelings for instance with “body count” and “Philips curve.” Thus to him positivism involves it self in the same policy rhetoric and also subjectivity which it claims to have overcame. (Mertens, 1997)
Examples of studies that have used different approaches to study effective teaching
Teachers and students equally make sense of their experiences on the basis of their beliefs. (Gall, Borg & Gall 1996) Consequently, teachers will have to approach and also interrelate in their classrooms through a particular manner of knowing. Whilst there is increasing interest in studying teacher’s epistemological beliefs, few researchers have carried out this study on these issues in education. Hoop (2003) found out that 55% of intern teachers at two mid-western universities had behavior lists’ manners of interpreting about teaching and also learning. Hoop also found out that the intern teachers had a more affirmative attitude concerning lesson planning and enjoyed how to plan lessons when their own ways of knowing were matching by the epistemological beliefs of their own teacher educators. According to Gall, Borg & Gall (1996) education student teachers in general favor the constructivist approaches in contrast to the traditional approaches to teaching and also learning. It was found out by Gall, Borg & Gall (1996) that secondary school teachers’ opinions concerning different instructional methods were associated by constructivist beliefs about knowledge.
Research on Effective Classroom Practices
Introduction
All students are not alike. Basing on this information, differentiated teaching pertains a way of teaching and learning that offers students multiple options for taking in knowledge and making logic of ideas. The concept of differentiated instruction entails teachers to be more flexible in their way of teaching and being able to adjust the curriculum and also presentation of information to students instead of expecting students to adjust themselves to the curriculum. In this model classroom teaching is a mixture of whole-class, grouping and the individual instruction.
Research question
The questions designed for this research is:
(1) Research question: What are Effective Classroom Practices
After the careful review of prior studies and research conducted on this subject matter, this researcher has both an inductive and deductive position in relationship to the text. It is apparent that teachers at times do not know the effective classroom practices.
Aim
To examine the impact of effective classroom practices on students. Which practices can lead to effective teaching?
Research Design
This research was carried out using qualitative research methods. The methods used to get information are through reviewing previous works done by other researcher, which were designed to get specific information from the previous studies. The aim of the research is to find out the Effective Classroom Practices.
Methodology
The research was conducted through reviewing and analyzing of previous studies carried on the same topic. The main question the study was looking at was effective teaching practices in school. For the sake of keeping the data to managerial size, it was thought that the research should concentrate basically on particular previous studies.
Review
A lot of studies have been carried out to determine the effective teaching practices in schools. For example Salend (1998) studies provide a good foundation to carry out the current research. Instead of repeating the details of the previous work we can focus on describing some of the major studies within the research together with the shortcomings of the research basis.
The aim of the research as stated is to underscore the strongest conclusions that can be made concerning the effective teaching practices and come up with methods to further our understanding on the subject. The research review focuses on effective teaching practices and how it relates students in classroom. Particularly the following aspect is covered
Meeting all students needs to create effective teaching practices.
Literature review
Introduction
Today, American schools are witnessing an increased number of students in terms of racial, cultural and ethnic diversity. The classrooms are receiving a large number of students with different needs. The diverse composition of students in classroom has brought about many challenges and opportunities to teachers. Good teachers should be able to consider the individual requirements or needs of their students, formulate the necessary alterations, and tackle those needs. This is not easy to achieve and many teachers have realized that meeting the needs of a diverse class sounds easy on paper than it is practically is. Teachers needs help and support from parents, administrators, colleagues and the whole community in order to create a classroom that can meet all the diverse needs of the students in these classrooms. (Salend, 1998)
Knowledge dissemination
Teachers are the main disseminators of knowledge in the schools and society. They occupy the enviable position of being the main interpreters of knowledge for the next generation and future leaders. In order to make this knowledge viable, it requires pedagogical skills that are capable to serve the minorities and all other students equitably. Salend (1998) observes that, most students are locked out during the dissemination of knowledge not because they are not in the teaching venue at the right time, but because their way of knowing is not incorporated into the teaching styles and strategies. (Salend, 1998)
Problems teachers face
Teaching a diverse class is normally challenging for any teacher, as the teacher tries to carter for the various need of the diverse group. The general difficulties a teacher will encounter will be class management and disciplinary issues. However, the biggest difficulty that a teacher will face, is making a diverse class to be an all inclusive. Some specific problems that a teacher may encounter in a diverse classroom are;
Teacher- parent communication;
Understanding the home economy of students
Requirement for extra time to teacher the ESL students
Extreme diversity in academic needs of a student
Teachers lack of ability to communicate well with students concerning academic contents
Lack of communication between the teacher and student on social and personal issues which can hamper the student learning
lack of proper teaching materials and tools
How to make a classroom an all inclusive one
Creating a classroom that is all inclusive is particularly difficulty for those teachers who are still new and who are still learning to tackle the daily challenges of the demanding profession. A teacher can not become an all inclusive teacher at once; instead the teacher will have to take time to learn how to meet the requirement of the various diverse groups of students in the classroom. A teacher should focus on all aspects of teaching to be able to benefit all the students and not only those with disabilities. For instance, some students do not have learning disabilities but have difficulties in classroom, will be able to benefit from instructional modifications and adaptations. (Salend, 1998) Pineda (2002) also agrees with this, by stating that, a benefit that occurs with learning to carry out adjustments is that it can be used to assist all students. This will assist the teacher to emphasize the point that students learn differently and at the same time help the teacher to show that everyone requires extra assistance once at a time. (Pineda, 2002)
In order for schools to meet the challenges of teaching a high number of students with diverse needs, teachers need to embrace a curriculum and instruction methods that connect and encourage all students. Research done on including students from diverse cultural backgrounds, students from families who do not speak English as their first language, and students with disabilities shows the significance of various interrelated teaching strategies; These strategies includes, but are not limited to:
Heterogeneous grouping of students
Developing appropriate practice
An all inclusive curriculum
Collecting and analyzing data
Promotion of multicultural environment
Proper teaching materials and environment
Collaboration with teachers and other professionals (Pineda, 2002)
Grouping
Many studies supports cooperative grouping as beneficial in teaching students with diverse needs. In this grouping students work in small groups on assignments which are structured in a manner that all students can share responsibilities in completing the assignment. Pineda (2002) notes that cooperative grouping of students offers a multiple chance for students to take part in lively practice language and also content. The advantages of cooperative group learning to language minority students are;
Students of different levels of linguistic adeptness and content know-how work in together in a group which fosters shared learning.
Students get a lot of opportunities to use language authentically when working in groups
Students get a chance to practice with their English
There is a chance to incorporate ESL classes
Students get an opportunity to use their native language and their prior knowledge. (Pineda, 2002)
However, this cooperative group faces a challenge of creating heterogeneous balance of language and academic standards while at the same time challenging all students to enhance their language and academic content. (Pineda, 2002)
Developing appropriate practice
Developing proper practice encourages teachers to have a greater understanding of cultural diversity and be able to sensitive in tackling issues of culture. Pineda (2002) notes that this type of aspect is good when each child is allowed to express, share and amplify their personal differences within a classroom. He further observers that this is particularly important for language minority students since it offers them a chance to enrich their experiences. Developing proper approach also allows teacher to be able to adapt the different requirements of the various students in the class and also the teacher to be able to response appropriately to the diverse needs of the student. Bauer & Shea (1999) note that, by teachers being able to identify and acknowledge the different cultural communications models, teachers can easily assist students in their classrooms and help them gain more confidence and become more comfortable.
Collecting and analyzing data
Collecting data is important for ascertaining the effectiveness of the teacher. Thus, a teacher should collect get a feedback from all the students in the classroom, the feedback will show how effective the teacher is and the areas of improvement that needs to be improvement in order to meet the needs of each student in the classroom. Student’s feedback is very important for teachers because the feedback makes the teacher more aware of the areas in which he/she is weak when teaching. This can range from not being audible to not explaining teaching contents well. (Bauer & Shea 1999)
Promotion of multicultural environment
Teachers need to promote and provide a multicultural environment that is helpful to all students in a classroom. Unfortunately, many teachers are not always certain about the culture that they need to highlight in a classroom. In addition some members of a dominant culture in the society don’t take themselves as “cultural” and at the same time the minority members’ cultural groups may feel overpowered and forced to acknowledge values which belongs to the majority culture. Teachers should be able to note important occasions on the calendar or on the bulletin board that are important to all students’ cultures permits students to review on their own impacts in relation to others who are around them. A classroom environment that recognizes different aspects of the diverse cultural elements that students come with in the classroom experience attests advantageous to all students. Bauer & Shea (1999) notes that, in such a supportive environment the students are able to know their own beliefs and values and at the same time, be able to learn those of their peers. (Bauer & Shea 1999)
An inclusive curriculum
This is another way of teaching students with diverse needs in a classroom. Inclusive curriculum put emphasize on strengthening abilities of students and at the same time taking into account the various needs of all students. An all inclusive curriculum should be based on the following characteristics;
Should be based on good theoretical philosophies of how children develop and learn
Should be formulated to attain lasting emotional, cognitive social and physical goals
Has to include achievable and realistic expectations which permit students with diverse capabilities to work at various levels on various activities
Build on what the students ready know
Should Support individual, linguistic and cultural diversity, offering a balance between the majority culture and the minority culture
Be flexible and should be able to adapt to individual student or groups (Bauer & Shea 1999)
Collicott’s model
Clearly, for a teacher to be able to meet the needs of all students in a classroom is a difficulty task that needs time and dedication. A lot of teaching techniques has to be used foe a teacher to reach this goal. For instance, the use of multi-level teaching is one teaching technique that can be used in meeting the challenges of diverse needs of students. Salend (1998) outlines the “collicott’s four step process” used in designing the multi-level instructional lessons;
Step 1; identifying underlying concepts
Teachers need to identify and analyze the purposes and materials for the lesson and establish the prospective contents and the difference in the level of the skill. (Salend, 1998)
Step II; considering the method of presentation
Teachers need to consider the various learning approaches, cognitive and level of participation of students as well as the different presentation methods that can applies when presenting a lesson. (Salend, 1998)
Step III; considering ways of student performance and practice
Teachers need to put into consideration the various ways in which students can practice and demonstrate mastery of their skills and also concepts. Teachers also should use ways for teaching their students to accept the different response methods for showing skill mastery and also understanding the concept. (Salend, 1998)
Step IV; considering methods of evaluation
Teachers should consider different ways in which they can assess the student’s performance. (Salend, 1998)
Thus, teachers need to come up with different strategies in teaching to be able to meet the different needs of each student. For example the teacher needs to incorporate various instructions methods when teaching a diverse class. At the same time the assessment tests need to be modified accordingly depending on the particular student the teacher is assessing. Collicott’s model is an important step in guiding teachers to be more responsive to the needs of different students.
Meeting the students needs
One of the biggest challenges being faced by teachers in schools is how to find ways and methods of meeting the distinctive needs of different students in a classroom. Different students have different talents and skills in various subjects, and each student has a different interests and methods of learning. The challenge in a classroom situation becomes bigger because the teacher is not only responsible for one student, but also for the entire classroom. Thus, it is not clear which method a teacher need to use, at times the method can even become controversial. (Pineda, 2002)
Believing in all students
Teachers should have the same high expectations for all their students since each student has ability to achieve the set objectives in a classroom. Teacher should not contrite on a small “gifted” group of students at the expense of others it is important that students are challenged and encouraged by teachers and also their parents. Students need to know that they have a full potential to develop their talents. The most important aspect of ensuring that students success in their studies is for their teachers, parents , principles and other people to believe in the students. (Pineda, 2002)
In really essence when students come to school, some are well prepared than others, in such a case a teacher may not be able to realize the potential of the student well. Effective teachers and the school community have a responsibility of supporting such less prepared students. It is important that a teacher knows how being biased or having a stereotype can adversely affect a student. For example some teachers expect less from Hispanic or black students, or from the non- native English speakers. Such low expectation will emphasize the negative effect and may hinder the student’s abilities. (Pineda, 2002)
Training teachers
Teachers who are teaching ELS student need more training and special skills in order to effectively communicate with the students. This will ensure that a teacher is in more good position to effectively meet the needs of such students. It also important to use teacher with a lot of experience in teaching the ELS students because studies show that they are better prepared to meet the students needs than those who have no or little experience in teaching. ELS students have their own social and past schooling experiences which they need to share with their teachers so that they can enhance their learning activities as Pineda (2002) notes in order for teachers to meet the needs of ELS students, the teachers should have ability to communicate effectively and efficiently with the students and at the same time engage the student’s families in learning activities of the student.
More studies reveal that, students being taught by teachers who have specialized professional training and who speak the same language has the student revealed higher academic gains than those students who were taught by teachers who lack any special training. Thus, the following skills are important for any teacher teaching ELS students;
Ability to effectively communicate with students
Capability of engaging the family of the student
Skills of using language, forms, and how to teach it
A feeling of effectiveness when teaching ELS students (Pineda, 2002)
Proper teaching material and tools
Proper teaching material and tools in a diverse classroom is important in ensuring that the teacher meets the diverse requirements of the students. Bauer & Shea (1999) points pout that, classroom arrangement affects the level of student’s interaction in a classroom. The teacher thus has a responsibility of structuring the classroom in a way that it allows all students to get involved in different classroom activities and group activities. All children in a classroom have environmental needs such as furniture, which should be proper in size and comfortable, well and easily accessible bathrooms and sinks. Teachers need to make sure that their classrooms provide these facilities in order to provide the students needs. (Bauer & Shea 1999)
Significance of the study
Teaching calls for quality, challenging and informative practices suitable for helping students get appropriate education and skills to help them in their future carriers. Teachers have a duty of ensuring that they don’t give wrong information or ineffective teaching to students. To implement this noble duty it means that effective teaching practices have to be used by teachers in all schools
Conclusion of the research
This research calls for increased attention to the development of new strategies for working teaching in schools. .The following is a summary of the findings;
inclusive teaching leads to effective teaching practices
curriculum needs to be all inclusive to ensure effective teaching
teachers should incorporate all students for effective teaching
Limitations of the study
The study solely depends on previous studies carried out by other researchers and thus the limitations on the previous works may be transferred to this study. The information reliability may total accurate. Future studies needs to carry out more studies based on observation to get first hand information.
Conclusion
Research is important in getting the right information about an aspect, researches findings can be used to implement different polices and make the necessary corrections. In the above research, it is clear, that effective teaching practices call for a good teacher who can meet all the needs of different students is not an easy job. However, the first important step towards achieving that task is being conscious of the challenge. A teacher as a responsibility to ensure that all students in a classroom understand his/her lessons in class. It is upon the teacher to make the necessary adaptations and adjustments to be able to meet the diverse needs of the students in the class. Proper practices, an all inclusive curriculum, a multicultural approach and training of teachers are some of the methods that a teacher can implement to ensure that he/she meets the diverse requirements of students in a classroom. The support of the parents and the whole community is also important in ensuring that the teacher is able to meet the diverse requirements of the student. It is thus important that for effective teaching practices all the above points should be undertaken to achieve the goal of effective teaching.
