Adolescents at-risk may be found in situations of physical, mental, or emotional risk. Most of them come from dysfunctional families, from great poverty, and/or from a delinquent social environment. These children’s problems are expressed primarily in the emotional, academic, social, and behavioral areas and lead to many absences from the school, low academic achievements, behavioral problems, and social difficulties. Adolescents at-risk, in contrast to normative adolescents, experience double risk in the transition from the middle school to the high school. They experience rejection from their peer group. These factors influence their system of self and self-confidence. These adolescents belong in the class to a subgroup of adolescents in a situation similar to theirs. The processes of assessment for the purpose of learning and teaching are social processes and obligate a dialogue between those involved – teachers and students. Meaningful teaching will not exist without a beneficial relationship between the teacher and the student, a relationship that enables to know the student’s unique needs so as to promote motivation and to tailor for the student the best teaching methods. A negative influence and the labeling of adolescents at-risk by their teachers because of the pressure to demonstrate improvement in the achievements in the basic database that constitutes the students’ profile cause harm to the students’ involvement as learners and to their motivation and empowerment in all areas – emotional, behavioral, academic, functional, and social.
Keywords: Adolescents at-risk, teachers, transition, assessment for learning, empowermentAuthor:
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- November 16, 2018 Create Date
- November 16, 2018 Last Updated
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