Some experiences should be designed to help students gradually learn how to function successfully in situations which do not complement their basic learning style preferences. This perception translates into an expectation of low achievement, which is communicated to and internalized by the minority child. Implications for Intervention 41. Honest self-assessment by educators is the first step in breaking this cycle. Once a staff is aware of the ways in which expectations are communicated to students, teachers can observe one another's interaction with identified low achievers and minority students.
Individual teachers can then design plans for changing their own behavior in the classroom.
Teachers must present to their students positive role models to encourage mathematical competency and interest. Implications for Intervention 43. Math-anxious teachers can form a group for discussion and activities designed to change attitudes. Effective in-service programs, focusing on the needs of local school mathematics courses and materials, can provide teachers with new understanding of content and teaching strategies. Factor Many elementary teachers avoid teaching science because they lack training in science content and science teaching methods, subsequently, they have no confidence in their ability to teach scientific subject matter.