Creating a Web-Based Resource for a Population At Risk

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SUCCESS IN BIOTECH ACADEMY 2

Success in Biotech Academy

Biotech Academy has a group of unique teachers who maintain student support and success. The teachers display high energy in their work and dedication to the kids. Matt Sandora, a teacher at Biotech Academy, says that they don’t get angry at students for not doing the assignments’. Instead, he takes time and listens to their part of the story. Dough Schaefer, a history teacher at Biotech Academy, helps out the students to make sure that their grades do not go down. The dough gets into their faces, yells and chases them down. He checks the class attendance to make sure that students do not skip classes (Stuart, & Turner, 2020).

According to teacher Christine Griffin of Biotech Academy, teachers have a unique relationship with the students. Students respond to teachers effectively. Teachers of Biotech Academy meet during the lunch hour. They take that opportunity to share the implications of their students. The teachers intervene earlier when they foresee trouble.

Collaboration between teachers, parents, and students has an impact on students’ success. Students turn around when they get attention from their parents and teachers, and this enhances excellent performance. Keith Fields, a student at Biotech Academy, gets support from his mum and his teachers. Students at Biotech Academy have a spirit of cooperation and not competition. They have incorporated a culture of doing things together.

Biotech Academy gets support outside the classroom from the mantels and Biotech companies that help students to see someone who is from their culture, who has succeeded in a specific career, and this makes success more than an option to them. The students get motivated to succeed. When the semester nears the end, students in Biotech Academy come together and help each other in preparations for their final presentation. The students cooperate and do projects together. Intimacy in schools allows students to succeed in their careers (Boyce et al. 2019).

Traditional school environments should learn the collaboration of teachers, students, and parents in the school. Teachers should relate well with students to encourage responses. They should check on class attendance daily to make sure that the students attend all classes. The teachers should put their time and efforts to students so that students can succeed and graduate. There should be cooperation in the classroom, whereby the students work in discussion groups to help the shy students gain confidence that will help them in their future careers. The students should be exposed to companies outside the classroom so that they can know that it is possible to get into a particular profession.

References.

Boyce, A. S., Avent, C., Adetogun, A., Servance, L., DeStefano, L., Nerem, R., & Platt, M. O. (2019). Implementation and evaluation of a biotechnology research experience for African-American high school students. Evaluation and program planning, 72, 162-169.

Stuart, G., & Turner, A. (2020). Reducing Challenging Behaviour and Maintaining Aboriginal and Torres Strait Islander (ATSI) and Non-ATSI Student Retention Through Food and Exercise in Primary and Secondary Schools in New South Wales, Australia. Food Education and Food Technology in School Curricula: International Perspectives, 31-44.