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Question: As a teacher in the school with a dual medium instruction, Ms Optimism was comfortable because she could communicate proficiently in both languages. The medium of instruction in Ms Optimism’ school were English and Afrikaans. However, in 1997 the demographics of his learners started showing some shifts. The learners’ language of communication increased to ten different languages. Of the ten languages she was proficient in only two languages. Her concern was that he could not cover the need of the entire class. As a learner, she always felt isolated and marginalized because she believed that she never had a teacher who truly saw her. Thus, she always wanted to cover the needs of every learner in her classroom. She felt that she could not accomplish her goal due to lack of language proficiency of the other eight languages. Furthermore, more of his learners come from different communities. Some learners drove their cars to school, others walked while others used a bus transport that leaves very early in the morning without allowing the learners to have their breakfast. The learners who used the bus transport were always tired and sleepy in the class. These learners also felt that they were tolerated and not welcomed in the school. I order to cope with the new environment they assimilated and adopted the school’s culture and tradition. Learners who drove cars to school often look down upon those who walked or used a bus to school. It was at this point that Ms Optimism turned to the community and other teachers for assistance in her teaching. She felt there was lack of equity in resources provided for the learners in the school. Ms Optimism wanted to support the learners the best she could. Through her tireless initiative the school moved away from a dual medium to a parallel medium. Her initiative made all the learners felt welcomed and valued in the school and the community Question 1 1.1 Read the text above and indicate whether Ms Optism acted professionally or not. Give three reasons to support your stance
Based on the text provided, Ms. Optimism appears to have acted professionally in her handling of the diverse challenges she encountered. Here are three reasons to support this stance: 1. **Proactive Approach to Language Barriers**: - **Reason**: Ms. Optimism did not ignore the emerging linguistic diversity within her classroom. Instead, she sought to address the gap by turning to the community and other teachers for assistance. - **Impact**: This proactive approach demonstrates her commitment to inclusive education and her understanding of the importance of communicating effectively with all students. 2. **Seeking Equity and Inclusion**: - **Reason**: Ms. Optimism identified the lack of equity in resources and worked towards creating an inclusive environment where all learners felt welcomed and valued. Her efforts led to a shift from a dual medium to a parallel medium of instruction. - **Impact**: Her initiative helped bridge gaps between learners from different linguistic and socioeconomic backgrounds, thereby fostering a more equitable learning environment. 3. **Community and Collaborative Engagement**: - **Reason**: Instead of attempting to tackle the issue alone, Ms. Optimism sought assistance from the community and her colleagues. This collaborative approach underscores her professionalism and her recognition of the value of a support network in achieving educational goals. - **Impact**: Engaging with the community and other teachers not only provided her with additional resources and strategies but also built a sense of community and shared responsibility, benefiting the learners in the long run. By addressing language barriers, striving for equity, and engaging in collaborative efforts, Ms. Optimism exemplified professional behavior that prioritized the well-being and success of her students.
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