In a situation of less participation of students belonging to a deprived group in teaching – learning process, a teacher should

The correct answer is "reflect on her own teaching and find ways to improve student's involvement."

When students belonging to deprived or marginalized groups show less participation in the teaching-learning process, it indicates potential barriers in classroom engagement, inclusivity, or teaching methodology. A professional and empathetic educator is expected to adopt an inclusive and reflective approach rather than blaming the students or settling for low participation.

Here is why this is the most effective approach:

1. Self-Reflection (Reflective Practice): The teacher needs to critically evaluate their own pedagogical strategies, communication styles, and classroom environment. Reflecting allows teachers to identify any implicit biases, lack of inclusive materials, or methods that may not cater to diverse learning backgrounds.

2. Promoting Inclusion and Equity: Inclusive education demands that every student, regardless of socio-economic or cultural background, receives equal opportunities to participate and succeed. Finding innovative ways to improve involvement ensures no student is left behind.

3. Why other options are incorrect:

- Asking children to withdraw from school violates fundamental educational rights and denies children access to learning.
- Accepting the situation as it is leads to stagnation and neglects the professional responsibility of a teacher.
- Lowering expectations reinforces negative stereotypes and low self-esteem among students from deprived groups.