农村地区是美国复杂的美国教育体系中经常被掩盖的一部分930万students—or one in five nationally—attend a rural school. These districts are typically disregarded because of their small populations compared with larger single districts in more urban areas. In terms of funding, national and state legislation tends to be more directly applied to the larger districts in an attempt to effect the most positive change for as many students as possible. However, when considered as a group, rural districts encompass a large number of students nationwide.
The Education Equation
对于农村学生来说,很难连接new learning with prior experiences. Many times, rural students lack life experiences that other students may have because of the typically isolated nature of their families and communities, which can limit their ability to fully benefit from a diverse curriculum. Additionally, rural students don’t have access to a variety of accelerated courses that may be more available in urban or suburban school districts, including AP and dual credit courses.
Additionally, a lack of funding in rural districts may also mean that many students might not have regular access to technology that would allow them to participate in generally more engaging learning activities.
Creating a School-Home Feedback Loop
These strategies for engaging rural students are centered around developing a feedback loop that consists of teachers, students, and parents. A feedback loop, when purposefully designed, can be an asset in the classroom in limitless ways. It should focus on setting and clarifying learning expectations on a weekly or monthly basis in addition to providing comments specifically focused on creating opportunities for students to revise their work for deeper learning. Parents should have enough information to hold their children accountable for learning.
Teachers need to make a fervent attempt to actively remove all forms of doubt from the rural classroom and continually seek to maintain open lines of communication that enable them to implement an engaging and accessible curriculum. Removing doubt from the curriculum requires that both families and students understand your expectations for their learning, what content is being addressed, and how they might succeed within the learning environment.
While educators in rural districts are capable of designing curriculum in this way, many may lack the experience or training to do so. There also may need to be a shift in the understanding of the nature of learning that may entail a period of adjustment to new styles of teaching. Rural students, in particular, require sound relationships between all of the stakeholders in their education, and teachers can create and foster this dynamic by taking a few purposeful steps toward a more collaborative and transparent classroom.