The study indicated labelling goes on and that the labels are used to pre-judge pupils potential. P177 Problems with this approach- Ethical-can be problems with deception. Practical getting hold of teachers and pupils, gaining access. Artificiality- tells us little about real interaction in the classroom. Field experiments- located in real settings- Rosenthal and Jacobsen- Pygmalion in the classroom focuses on labelling,
Paulo Friere’s piece Pedagogy of the Oppressed contests the reader’s previous impressions of the learning process while dichotomizing its various aspects in order to limn the importance of dual roles of those involved in the classroom environment. As the author expects, the reader enters into a piece of literature with their own preconceived notions of the subject on which the author is commenting. In the case of Paulo Friere, this is obvious. Firere comments that, “A careful analysis of the teacher-student relationship… reveals its fundamentally narrative character”. His explanation of the teacher student relationship reveals the readers assumption of his subject matter.
For example, achievement is greatly influenced by class background rather than ability. Furthermore, interactionist Dennis Wrong(1961) argues that functionalists have an ‘over-socialised view’ of people as mere puppets of society. Functionalists wrongly imply that pupils passively accept all they are taught and never reject the school’s values. Marxists, on the other hand, argues that education is mainly there to serve the needs of capitalism. Althusser, sees education as an ideological state apparatus that reproduces and legitimates class inequality, ensuring working-class pupils end up in working-class jobs, and that they accept their exploited role.
The education system creates this effectively by teaching subjects such as history, which enables children to see the link between themselves and wider society. Durkheim argued that school serves a function that cannot be provided the family or peer groups and that individuals must learn to cooperate with those who are neither family nor friends, and he says the school is a place where these skills can be learned. Sticking with the functionalist view of the education system, Durkheim believed that school rules should be strictly enforced and that punishments be carried out to the full so it is made clear to the offenders that their actions were wrong. He believes that it is this way that pupils will learn what is wrong in society as a whole. Functionalist Talcott Parsons developed Durkheim’s ideas, and argued that
NBT1 Task 1 Classroom Management Philosophy By Rebecca Skeens Introduction What makes a classroom a place of controlled, exciting exploration and learning? What is the difference between an unruly, chaotic, unsuccessful class and a wellordered, well-behaved, successful class? It is the teacher and her implementation of a well-thought out management plan. If left to their own devices, a class of students will develop and natural hierarchy consisting of the ruling few, their lieutenants, the foot soldiers, and the general peon population. This naturally formed structure is not conducive to a cooperative, respectful, safe, learning environment.
Pedagogy is the art of education. Education includes more than an expert’s knowledge. It is no longer an impartation from expert into an empty vessel, the student. Education involves concepts like how students learn, in what order or with what cues they might learn, and how to deliver content for enduring learning. These concepts are the basis that every teacher needs.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
(Kolb, 1984:41) states that ‘in the figurative aspects, perception and imagination correspond roughly to the apprehension process, and mental imaginary corresponds to the comprehension process. People are not all alike and so how they see the world in a way that makes the most sense to us as individuals. This is called perception, our perceptions shape what we believe, how we make decisions, and how we define what’s important. Our individual perception also determines our natural learning strengths, or learning style. Each individual has his or her own unique learning strengths and weaknesses.
(English, 2009). Subject positions emerged: (1) Classroom teacher: Too many responsibilities, time management, responsible for covering the curriculum, role of expert instructional decision maker, and role of learning facilitator; (2) ESL department: Completely responsible for all ELLs, responsible for constructing a fun community for ELLs, and supporting teachers with small group instruction and data; (3) English language learners: ELLs are responsible for their own success or failure, role of deficient and passive students who need special help, and the student’s role is determined by different labels either mainstream, ELL, or Special Education. (English, 2009, p. 6). What is your opinion of the literature review? Is it comprehensive?
As Rosenthal & Jacobson’s (1968) famous classroom study revealed, teachers impressions of their students can affect the level of encouragement they give. One such impression bias that can occur during this activity is called order effects. Asch (1946) produced a compelling amount evidence revealing