Today's students come from a variety of backgrounds. This can sometimes present challenges for teachers. It is therefore crucial for future educators to familiarize themselves with general characteristics pertaining to today's students if they are to effectively serve their needs and empower them for academic success.
WHAT ARE SOME OF THE CHARACTERISTICS OF TODAY'S STUDENTS?
Among the differences that today's students bring to the classroom are differences in ethnicity/race, culture, language, learning styles/forms of intelligence, communication styles, family structure, socioeconomic status, gender, sexual orientation, and ability. Many students today are also growing up exposed to many hours of television and in a world of cutting edge technology. They belong to a generation that differs widely from previous generations. These factors can powerfully impact the educational process of students, depending on the particular classroom environment in which they are immersed and the particular classroom management style of their teachers.
Ethnicity and Race
Currently, 60% of students enrolled in U.S. school systems are Caucasian and 40% are Latino, African-American, Asian/Pacific Islander, or American Indian. In some states, such as Arizona, California, the District of Columbia, Louisiana, Mississipi, New Mexico, and Texas, minority students represent the largest number of students in attendance. Caucasian students, on the other hand, tend to be concentrated in suburban and/or rural school districts and currently make up less than 25% of the student population in the largest school systems. It is anticipated that, in the future, U.S. schools will continue to diversy.
Culture
Today's classrooms are also comprised of students from different cultural backgrounds. This impacts whether students are native English-speakers or English Language Learners (ELLs) and it shapes the learning styles and forms of intelligence that students demonstrate in school, as well as the communication style that they use.
Language
Many of today's students are second language learners whose native language is other than English. In this group, a significant number of students are in the process of learning English (i.e., English language learners) and require special language services such as bilingual education or English-as-a-second-language instruction.
Learning Styles
Multicultural students typically demonstrate differences in the way that they prefer to learn. They may be:
- visual learners and learn best by watching
- auditory learners and learn best by listening
- kinesthetic learners and learn best by doing
- read/write learners and learn best by reading textbooks/articles and writing down information
Researchers have also found that many African American, Latino, and American Indian students enjoy verbal tasks and group work whereas many Euro-American and Asian American students prefer analytical tasks and individual work.
Forms of Intelligence
Multicultural students also bring multiple forms of intelligence to the classroom. According to Howard Gardner (a professor at Harvard University), students can demonstrate up to eight different forms of intelligence, including:
- linguistic intelligence - the ability to use words and language
- logical/mathematical intelligence – the ability to use numbers and logic
- visual/spatial intelligence – the ability to visualize information
- bodily/kinaesthetic intelligence – the ability to use body and hands with skill
- musical intelligence - the ability to appreciate, play, and compose music
- interpersonal intelligence – the ability to understand others and see things from their perspective
- intrapersonal intelligence – the ability to analyze and understand oneself
- naturalist intelligence - the ability to recognize and classify plants, animals, minerals, and/or cultural artefacts
In Gardner's view, culture "defines the stages and fixes the limits of individual achievement". As an example, Mexican American culture places a strong emphasis on family and community. This explains why many Mexican American students demonstrate strong interpersonal intelligence.
Communication Styles
Students who come from different cultural groups may demonstrate different ways of communicating through verbal language. Among native English-speakers, some students may speak standard American English; some may speak a dialect. Other students may be non-native English speakers who are fully English-proficient or in the process of learning English. Yet other students may present differences in the way that they communicate non-verbally (i.e., through facial expressions, gestures, and body language). For example, many students from Asian cultures tend to avoid eye contact with their teachers out of respect for adults. If teachers are unaware of this cultural pattern, they may attribute students' behavior to a sign of disrespect.
Family Structure and Socioeconomic Status
Today's students also live in different types of families and socioeconomic conditions. Approximately 68% of today's students live in nuclear families with two parents and 32% are raised by single parents, grandparents, or other guardians, among which 5% are comprised of gay and lesbian parents.
20% of today's students also live in poverty. The major factors that are linked to poverty include single parent households, parental dropout from school, unemployment, unsteady employment, low income, and eligibility for welfare assistance. One in every three children in this country is raised by single parents, primarily mothers, who earn insufficient income to support the needs of their offspring (U.S. Bureau of the Census, 2006).
Gender and Sexual Orientation
Male and female students typically present differences in their cognitive styles (i.e., in the way that they think and solve problems) because they are lateralized in different parts of the brain. According to research, male students are primarily right-brain dominant (the area of the brain associated with mathematical ability). They generally do well in math and science, as well as on tests of visual/spatial orientation, and tend to be analytical, deductive thinkers who like to achieve through competition. Female students, in contrast, are primarily left-brain dominant (the area of the brain associated with language). They generally do well in language arts, and tend to be global, inductive thinkers who like to achieve through coaching, problem-solving, and group work. However, researchers agree that both male and female students can learn to use both hemispheres of the brain. Teachers must therefore address the different cognitive styles of male and female students if they are to support their learning.
With regard to sexual orientation, it is estimated that approximately 10% of today's students identify as LGBTQIA+. Unfortunately, many of those students have negative experiences in school and are often target to harassment, bullying and/or discrimination. It is therefore imperative for teachers to create inclusive learning environments where students can thrive and feel safe; to teach respect; and to orchestrate the conditions that will support students' personal development and academic success.
Ability
Today's students also vary with respect to their exceptional abilities and disabilities. At one end of the spectrum, some students may be gifted and at the other end of the spectrum, some students may have severe disabling conditions (e.g., mental retardation). Approximately 15% of students enrolled in U.S. schools are exceptional students who require special services in the form of gifted/talented programs (e.g., accelerated programs, independent study, and magnet programs) or exceptional student education (ESE) programs in self-contained classrooms or ESE services in general education classes.
Generation Z
Many of today's students also belong to a generation group that is drastically different than previous cohorts. This generation includes individuals born after between 1997 and 2012. It is also referred to as "iGen". These students have always known the Internet, begin to own a smartphone in elementary school, and spend a lot of time online. They also like to communicate with peers via text messaging and social networking websites.
ADDRESSING THE ACADEMIC NEEDS OF TODAY'S STUDENTS?
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Today's schools enroll students from diverse backgrounds. They comprise students who vary with respect to race, ethnicity, culture, language, learning styles/forms of intelligence, social class, gender, sexual orientation, ability, and generational cohort. It is anticipated that, in the future, U.S. schools will become even more diverse due to increasing immigration rates and high birthrates among certain cultural groups. It is therefore extremely important for prospective teachers to develop an understanding of how to address learner differences in the classroom in order to create supportive classroom environments that promote academic success among students.
To address the academic needs of today's students, it is necessary for teachers to provide students with motivational, cognitive, and behavioral supports.
Motivational Support
First and foremost, teachers should build student success and self-esteem into their classroom practices. They should embrace diversity, teach multicultural perspectives, and build upon students' cultural experiences. This will enrich students' educational experiences, boost their self-concept, and help them to be successful in school. It will also help to create a nurturing classroom environment by broadening students' understanding of other cultural groups, bringing about greater acceptance, and minimizing intercultural conflict. Teachers also need to engage students in interesting and meaningful classroom experiences that are relevant to students' lives. This will make learning more fun for students.
Cognitive Support
Teachers should provide students with the appropriate cognitive frameworks upon which they can attach new information and skills. This can be achieved through the use of advanced organizers (e.g., outlines and concept maps), by slowly moving from concrete to more abstract levels using audiovisual elements (e.g., media clips and pictures), and by relating teaching to prior knowledge and to real-life situations. Teachers should also address students' cognitive and learning styles and multiple forms of intelligence, as well as individual academic needs in order to help students make sense of what is being taught. This can be achieved by using a variety of teaching and assessment methods, as well as instructional media.
For example, with auditory learners, teachers can use the following:
- Audiotapes
- Podcasts
- Recorded books
- Lectures
- Radio broadcasts
- Whole class and small group discussions
With visual learners, they can use:
- Textbooks
- Charts
- Outlines
- Overhead transparencies
- Flipcharts
- Concept maps
- Real-life examples
- Pictures
- Movies
- Simulations
With kinesthetic learners, teachers can use:
- Hands-on projects
- Computers
- Illustrations
- Games
- Role-playing
- Experiments
With read/write learners, they can use:
- Textbooks
- Definitions
- Handouts
- Readings
- Notes
- Essays
- Crossword puzzles
- Peer reviews
- Individualized instruction
Using a variety of instructional media allows teachers to not only deliver instruction through different sensory channels using text, audio, video, and hands-on activities, but also to engage students in meaningful activities that require them to think critically, apply concepts, work collaboratively, and demonstrate learning through a variety of objective and authentic assessments. Authentic assessments are tests and projects that allow students to demonstrate what they know in real-life contexts. Authentic assessments differ from traditional assessments in that they do not ask students to recall information rather to apply what they know. Examples of authentic assessments include performance tests, portfolios, and exhibitions. Performance tests are tests that require students to apply specific knowledge and competencies in real-life tasks (e.g., performing a science experiment). Portfolios require students to assemble a collection of their best work in order to demonstrate effort, competencies, and academic growth over a period of time. Exhibitions, on the other hand, are public performances that students have to render in front of an audience (e.g., oral book report).
Behavioral Support
Teachers should structure their classroom practices to provide for maximum shaping of required behaviors. This can be achieved by using classroom management techniques that emphasize student responsibility, self-reflection, and problem-solving, and build onto the cultural norms of students.
TYPES OF EXCEPTIONALITIES
In the United States, approximately 15% of all students from ages 6 to 17 are exceptional learners who receive special education services. In the past decade, there has been a trend towards integrating exceptional students in regular, mainstream classes for a portion of or the entire school day. This has subsequently placed new demands and challenges on teachers who teach in mainstream settings. It is thus critical for all future teachers to develop an understanding about exceptionality in order to effectively address the academic needs of exceptional students who are placed in the regular classroom.
In the context of school, exceptionality refers to students who differ from the norm in that they have a disability or are gifted and require special education services.
There are different types of exceptional students. The latter include students who have sensory impairments, physical disorders, speech and language impairments, mental retardation, learning disabilities, attention deficit hyperactivity disorder, emotional and behavioral disorders, or who are gifted.
Sensory Impairments
Sensory impairments refer to visual or hearing problems. Physical disorders include various disorders such as cerebral palsy and seizure disorders (e.g., epilepsy).
Speech and language impairments
Speech and language impairments involve stuttering, articulation problems, voice disorders, or difficulties with comprehension or expression.
Intellectual Challenges
Intellectual challenges stem from low intelligence (e.g., Down syndrome) or brain damage.
Learning disabilities
Learning disabilities include difficulties with concentration, information processing, writing, reading, speaking, and/or memory.
Attention deficit hyperactivity disorder
Attention deficit hyperactivity disorder is a disability characterized by lack of attention, hyperactivity, and impulsivity.
Emotional and behavioral disorders
Emotional and behavioral disorders involve aggressive or dangerous behaviours or intense depression, anxiety, and fears.
Students who are exceptional typically require special accommodations in the classroom such as special education services, individualized instruction, and/or assistive technology. Among other accommodations, assistive technology (AT) is a device or tool used by individuals with disabilities to perform tasks that they could not otherwise perform. It increases the functional capabilities of individuals with disabilities and enhances their lives. In the context of the classroom, assistive technology allows exceptional students with physical, cognitive, or sensory disabilities to complete tasks, communicate with teachers and classmates, and participate in the same classroom setting as students who are not exceptional.
ACCOMMODATIONS FOR EXCEPTIONAL STUDENTS
The law (PL 94-142, the Education for All Handicapped Children Act which was renamed the Individuals with Disabilities Education Act in 1990) requires that all exceptional students between the age of 3 and 21 receive a free and appropriate public education. It also requires that students be evaluated prior to placement in special education, that they be taught in the least restrictive environment, and that IEPs (Individual Education Plans) be developed for each student. Learn more about IEPs.
Whether exceptional students are placed in a special education classroom or receive special education services in the mainstream classroom, both general education teachers and special education teachers are responsible for delivering a quality education to students with exceptional learning needs.
What does this mean? This means that the general education and special education teacher will need to work together to implement students' individual education plan (IEP) and to make special accommodations for students who have exceptional learning needs.
Prior to working with exceptional students, teachers should always strive to:
- Establish a positive and supportive learning environment by exhibiting positive attitudes towards exceptional students and taking steps to make exceptional students feel accepted
- Treat exceptional students as normally as possible, just like non-exceptional students
- Be aware of the unique needs of exceptional students
- Help exceptional students to strive for self-actualization (i.e., reach their fullest potential) by making sure that their basic needs are met. See Maslow.
- Never limit the range of experiences of exceptional students. For example, a student who is deaf can still go on a field trip and have rich sensory experiences
- Communicate with exceptional students in an honest and caring manner
- Give exceptional students the space and freedom to grow by allowing them to rely on themselves to do things
- Involve exceptional students' parents in regular parent-teacher conferences to discuss intervention strategies and enlist parents' support at home by monitoring and reviewing homework and reinforcing desirable behavior
When teaching, teachers should cater to the needs of exceptional students by:
- Using a variety of teaching techniques (e.g., one-on-one instruction, differentiated instruction, learning centers, or cooperative learning)
- Using varied assessment methods (e.g., hands-on projects or portfolios)
- Using different instructional media
- Using adapted or simplified materials
- Providing students with extra time on task
- Using special equipment called assistive technologies
There are many assistive technology devices available today that teachers can use to address a wide range of exceptionalities. Some examples are described below:
ATs for Students with Physical Disabilities
There are a number of ATs for students who are physically disabled such as:
- Pencil grips
- Pointing devices
- Foot-operated mouse controls
- Joysticks
- Alternative keyboards
- Touch screens
- Arm supports
- Slant/tilt boards
- Book holders
- Page turners
- Word-completion software
- Eye-controlled computer-input devices
- Voice input or output devices
ATs for Visually-impaired Students
Many Ats are available for students with visual impairments, including:
- Large-print books
- Books on tape
- Calculators with large keys or displays
- Talking electronic dictionaries
- Computer screen magnifiers
- Braille products (books, writers, and translation software)
- Text-to-speech software
ATs for Hearing-impaired Students
Various ATs are also available for students with hearing impairments such as:
- CD-based books and textbooks
- Electronic books
- Signaling devices
- Captioning systems
- Headphones
- Amplification systems
ATs for Students with Speech and Language Impairments
These include:
- Electronic dictionaries
- Flashcards
- Manipulatives
- Eye and head pointing devices
- Word prediction programs
- Communication software
- Translating devices
- Text-to-speech software
- Speech recognition software
Text-to-Speech software (TTS) converts text into speech. An example of this software is NaturalReader.
Speech recognition software converts speech into text and is very helpful to students who have difficulty writing or who have physical impairments. Dragon NaturallySpeaking is an example of this type of software.
Ats for Students with Cognitive or Learning Disabilities
These include:
- Electronic organizers
- Study skills software
- Spell checkers
- Proofreading programs
- Electronic dictionaries
- Talking electronic devices
- Hand-held computers
- Text-reading software
- Word-prediction software
- Graphic organizers
- Mind-mapping software
Mind-mapping software (also called concept-mapping software) is a software that allows exceptional students to organize their ideas visually through the creation of graphic organizers. Two examples of this type of software are Kidspiration (for grades K-5) and Inspiration (for grades 6-12).
TEACHER RESPONSIBILITIES
During the 1960s, a substantial body of legislation was passed to guarantee the educational rights of language minority students in the process of learning English as a second language. How does the law impact teachers who teach second language learners and what are some strategies that teachers can use to accommodate the needs of these students in general education settings?
According to the law, U.S. schools must identify all limited-English proficient students via language proficiency assessments and place these students in appropriate language settings. This requirement became effective following the Bilingual Education Act of 1968, Lau vs. Nichols in 1974, and the Equal Educational Opportunities Act of 1974. In consequence, it is teachers' responsibility to recommend students who appear to be limited-English proficient or who have difficulty speaking, reading, and writing the English language to counselors for English language proficiency testing.
In another respect, the No Child Left Behind Act of 2001 (NCLB, 2002) expects all students, including English Language Learners (ELLs), to attain the same state academic content standards and achievement standards and to be technologically literate by grade eight. In addition, ELL students are to be tested in English after three years of schooling in a U.S. school. Subsequently, teachers are also responsible for assuring that accommodations for second language learners are provided so that students can master academic content and be successful in school. It is therefore crucial for teachers who teach ELL students to use classroom strategies that will increase students' opportunities for success.
TEACHING TECHNIQUES THAT SUPPORT THE ACADEMIC AND LANGUAGE DEVELOPMENT OF SECOND LANGUAGE LEARNERS
The following techniques can be implemented in all classes with ELL students, including bilingual education, ESL (English as a second language), and general education classes in order to enrich students' educational experiences and support their learning:
- Access students' prior knowledge on a topic
- Make subject area content more understandable to students by using nonverbal clues such as pictures, graphic organizers, objects, demonstrations, hands-on activities, and cooperative learning activities
- Incorporate students' cultural knowledge and experiences into teaching and learning
- Create numerous opportunities for students to use their language skills by interacting and collaborating with classmates (e.g., group work, project-based learning, buddy-pairing)
- Develop more advanced, higher-order thinking skills in students as their language competencies increase
- Incorporate students' native language into teaching to make content more understandable to students
- Use a variety of teaching methods (e.g., TPR, cooperative learning, language experience approach, academic language scaffolding)
- Use a variety of classroom activities (e.g., dialogue journals, projects, group work, discussions)
- Use a variety of instructional materials (e.g., visual aids, hand-outs, manipulatives, realia, photographs)
Many of the above techniques can be implemented using technology. For example:
- Integrated Learning Systems (e.g., Plato Learning Program)
- Tutorials
- Drill-and-practice
- Simulations
- Educational software
- Application software
- Web Quests
- PowerPoint presentations
- Electronic Portfolios
- Digital video
- Graphics
- Audio clips
- Podcasts
- Websites
- Blogs
- Wikis
- Online journals
- Digital storytelling
- Group projects on the computer
- E-pals
The above technology tools will accommodate students' learning preferences, provide students with visual and language support, and engage them in active learning.
REFERENCES
Gollnick, D. & Chinn, P. (2017). Multicultural education in a pluralistic society (10th ed.). Boston: Pearson.
Parkay, F. (2020). Becoming a teacher (11th ed.). Boston: Pearson.
Sadker, D. & Zittelman, K. (2018). Teachers, schools, and society: A brief introduction to education (5th ed.). New York: McGraw Hill.
