Running head:LEARNING BARRIERS
Conclusion
In conclusion to the observations conducted from the expert panelists, below are a compilation of their final constructive thoughts and guidance for the future of education at Sunnydale High. The observations completed were conducted from randomly selected ninth grade students who had already previously enrolled and participated in one of the five randomly selected classrooms. The student population observed were composed of 14-16 year old males and females, and are considered to be of adolescent age. The panelists were aware prior to their observations, “that ages 12 to 25 are a period of extraordinary neuroplasticity,” and therefore classrooms and teaching should have utmost understanding of this brain structure in order to best support these students and meet them where they are physically at (Wolfe, 2021). Some supporting documents that the panelists are recommending for the administration of Sunnydale High to review with their educators, are "Things to Know 1-5" and "Brain-Compatible Strategies to Enhance Learning," as well as practical tips for teaching teens in "Teaching Tips to Keep in Mind When Presenting Material"(Wolfe, 2021).
As a result of the panelists' conclusions, it is suggested that educators should become more mindful with their classroom lesson preparation, and classroom communication presentations in regard to all students’ needs and academic levels (Tilton, n.d). It was also recommended from the conclusions of the observations, that educators at Sunnydale High gain practice in becoming more self-aware, in that they attempt to eliminate sarcasm or demeaning speech, and become more mindful of how and when to use humor within the classroom, to ensure no student is feeling diminished thus eliciting those unwanted behaviors and lower academic success. Another note from the panelists, were for educators to attempt to pay more attention to maintaining their personal boundaries within the teacher- student roles, while still maintaining respect for the student, ensuring classroom authority is in place through classroom rules and structure. In regard to students who are not successful within academic proximity, the panelists’ have recommended that educators prepare and provide alternative means of assessments, modified tests, retakes/additional credit, extra time, review sheets and any other means they find fitting in the support of all students and their academic success (Tilton, n.d). Panelists were able to see clear expectations of the students within the classrooms, but were not seeing frequent feedback, to better the success of the students. This as well, was the reason for a recommendation from the panelists, to ensure that educators are providing positive rapport within the classroom with students, when gathering and presenting feedback for each student (Bradbury, 2016). It is encouraged that each educator gives students both constructive and positive feedback, and time to successfully readdress the academia, to best reflect the students’ knowledge. Overall, Sunnydale High School was a pleasure for the expert team of panelists to observe, and the panelists wish the school and its educators and staff the very best in their future endeavors in the success of educating their students as they utilize the recommendations to their devices.
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