“Still, many African American students will walk into classrooms and be discreetly taught in most cases, and explicitly told in others, that the language of their forefathers, their families, and their communities is bad language, street language, the speech of the ignorant and/or uneducated. They will be “corrected”… (Hollie, 2001, 54). For reasons like the one mentioned in the previous quote teachers must recognize Ebonics as another language, and treat African Americans who present this type of speech similarly to that of Bilingual students. According to Hollie, bilingual students have been shown to score higher than African Americans who speak Ebonics, because these students are recognized as having another language and will receive a form of education constructed to fit their needs (Hollie, 2001, 57). In all, Ebonics is another form of language spoken by a wide range of primarily African Americans, and because of the justified changes in their speech these student must be recognized under the term of being ELLs to insure they receive exceptional learning and avoid
I’ve seen this in schools in way of differentiating, a method in which lessons are simplified or made more challenging based on the difficulty levels students can preform at. One of the schools we visited a teacher had one activity separated into three difficulty levels: matching word to definition, cut and paste words to definition and writing the word to the definition. The way she executed the activity is perfect for when you have three types of student abilities, I expect that is the way I’ll be doing it with my future students. Another developmentally appropriate practice that I believe is imperative to student learning and
Introduction Hidden curriculum refers to the unwritten, unofficial, and intended lessons, values and perspectives that students learn in school. While the ‘formal’ curriculum consists of the courses, lessons and learning activities participate in as well as the knowledge and skills educators intentionally teach to students, the hidden curriculum consists of the unspoken or implicit academic, social and cultural messages that are communicated to students while they are in school. The hidden curriculum concept is based on the recognition that students absorb lessons in school that may or may not be part of the course of study. For example, how they should interact with peers, teachers, and other adults, how they should perceive different races,
1. What role did schemas play in Jane Elliott's exercise with the children? (Please be specific.) a. Schemas play a large role in the exercise because each child has assigned attributions towards the other children with the blue collar on. They were told that the people with the blue collars were inferior to them and that immediately created a change in the behavior of the children in both sides.
Analysis 2 was about how other people (teachers) regarded them in similar–different dimension of schooling, after schooling. Analysis 3 was about interpreting the school environment within the 2 groups of children. The understanding gained from theory triangulation indicates that the behavioral/psychological and social are the relevant levels of theorizing. These levels are also relevant to the setting of the research agenda for both explanation- and intervention- based knowledge regarding children’s needs and perceptions, from the perspectives of this sample of teachers and children(Verheggen, 2011) 3.8. Ethical
Panofsky agrees with Vygotsky, that there is a link between personality and class (2003, p2). “The school could play a key role in the production of the young; and students’ social being has implications for her or his life” (Panofsky, 2003, p3). In her discussion, Panofsky (2003) refers to ethnographic studies that have been done of social class difference in the lived experience of learners. There needs to be looked at issues of social relations, such as conflict and power within the dynamics of learning at an institution. Panofsky reiterates Vygotsky’s observation that “Children grow into the life of those around them and those life spaces are multiple and varied” (2003, p3).
It is indeed essential to learn grammar rules and develop basic writing skills, but not at the expense of integrating students’ cultural identity in the learning process and in-class discussions. The classroom is where the 2nd phase of early socialization begins. As early as kindergarten, diversity in the classroom is created by children and teachers sometimes fail to understand that no two children are the same. Cultural identity is barely promoted, as the mainstream English encompasses most aspects of education. In the article, “Preserving the Cultural Identity of English Language Learner”, Sumaryono and Ortiz argued that in the classroom, students can become disconnected and feel abandoned if the teacher doesn’t express any sort of sensitivity towards their cultural identities (16).
As you all know, psychologists use many different approaches to understand and explain human behavior, and I am going to talk about the social implications of socio-cultural psychology. The socio-cultural perspective, also known as cultural psychology is one of the many approaches that psychologists use to understanding why humans behave the way they do.3 Cultural psychology looks to understand human behavior and personality by examining the rules of the social group. Some of the factors that cultural psychologists try to focus are race, ethnicity, gender, family, and traditions. In addition, the socio-cultural perspective can also help explain how a similar behavior can be interpreted differently in two countries.3 Since socio-cultural psychology itself is such a broad and complex topic to talk about, I have decided to talk about three aspects of socio-cultural psychology: Cultural Psychology in Social Interactions, Verbal Insults in Cultural Psychology, and Advertising Appeals in Individualistic and Collectivistic Societies. Cultural Psychology in Social Interactions On March 26-28, the junior and senior class had to go on a field trip in Jeapra and the psychology students, including myself were assigned to observe two students.
ARTICLE – Student-Teacher Relationships and Student Anxiety: Moderating Effects of Sex and Academic Achievement. Introduction The objective of this study is to evaluate the combined moderating effect of sex and academic achievement on the association between student–teacher relationships and children’s anxiety in elementary school. In consonance with this objective, they stated two hypotheses before conduct the research paper. They stated that Student-Teacher Relationship (STR) and the level of student anxiety at the end of the school year would be a negative correlation. It simply means that a positive STR will lead to a lower levels of student anxiety at the end of the school year.