The hidden curriculum has a big influence on pupils, its one thing to teach the child educationally but if the child is treated unjustly (no voice) by the school system then a much more negative message is given to those pupils about the nature of society. According to Functionalists, meritocracy exists in all of society. Parson (1961) believes in the wider society everyone is treated the same and that your position is determined by your effort and your will to achieve. So society is said to be meritocratic, as everybody can achieve if they want to. Durkheim (2002) Believes that there are fixed rules for all and by transmitting the norms and values across society, it is then fair and meritocratic.
Dehumanization in Brave New World The topic is my response to the chapter included in the text book from Brave New World by Aldous Huxley, which tells us about how people are born and how they are “conditioned” in various methods in the fictional world in the future. My response is that people in the story are dehumanized since they do not behave like human beings, nor are they treated as human beings. One of reasons why I would think that is that they do not behave like human beings. First of all, people do not give birth to children or establish their own families any more. As human beings, even other animals, it is our nature to start a family, conceive babies, give birth to them and then nurture them in our own family.
With homeschooling, the parents are the ones teaching their children, so they know their progress, strengths and weaknesses. Bittner explains that there are numerous problems with testing and that teachers actually have a problem with it. There is such a frantic need to teach children everything that will be on a standardized test that learning is almost disregarded. If any material isn’t on the main test then it is not taught. The author point out that critical thinking is not on a test so it is overlooked by routine memorization.
Chafe, Alice Mary Baldwin Professor of History and former Dean of the Faculty at Duke University, admits that he has built his impressive scholarly career by neglecting these dramas to shape what is now the accepted historical conventional wisdom. In books such as "Civilities and Civil Rights" and "The American Woman," he writes, "I have focused on the way social movements, not individuals, have transformed our recent past." Now, Chafe wishes to right the balance, beginning with what he calls "an old-fashioned conviction -- that individual leaders make a difference in a society." The result is insightful and significant, showing how the personal and the psychological shape the political and historical. In eight well-paced, well-written chapters, Chafe sketches portraits of 10 influential modern Americans: Franklin and Eleanor Roosevelt, Martin Luther King Jr., John Kennedy, Robert Kennedy, Lyndon Johnson, Richard Nixon, Ronald Reagan and the Clintons, Hillary and Bill.
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.
It was only my second year of teaching in the school district and I was a probation teacher. I could be fired easily for any reasonable explanation. This instance might not get me fired but the principal might not be on my good side and look for anything to fire me. In my first years of teaching, any extra money would help me in paying my bills and student loans. I was doing extra work being an advisor for this club and not receiving compensation for it.
This is monitored through observations, completed pieces of work and verbal/ oral conversations with the children. There are strong opinions of summative assessments within school, especially SAT’s. One of the main feelings is that these types of assessments are not true to the child and they only count towards the politics sides of schools. They do not achieve anything for the children as they do not provide additional information of where the child needs extra help, nor does it provide information on where the next topic of teaching is to be
Instead of learning some actual useful information, teachers fret over the test rather than about how much that student is actually absorbing into their head. It has become a practice to ‘teach the test’ in today’s teaching world. Tests like SAT, ACT and AP have you pay quite a bit and don’t even show you what you did wrong, blocking out the possibility of even trying to learn from your mistakes. It is believed to be a clever tactic used to gain more profit, students keep coming back to prove they are worth more with those silly numbers. They stress day and night over these overrated tests, like previously stated channeling out the imagination, curiosity and good will.
In the essay “School Is Bad for Children,” the author John Holt argues that traditional schooling prevents children from using their curiosity and stunts their interests in learning. He believes that in the school system, children do not have a chance to learn what they like; they learn what the teachers tell them they must learn causing them to become passive learners. The children don’t have a chance to learn from mistakes or through other children because they are scolded for talking and having wrong answers. John Holt believes that because of all this children learn to hate school and he proposes ideas to reform the school system and make it a more efficient place for children to learn. Holt was persuasive and I found myself agreeing
“Powerless people, Kincheloe and Steinberg suggest, have little opportunity to develop their talents throughout their lives, little autonomy to act outside the authority of professionals, and “little hope of being taken seriously, of being listened to with respect, of being treated with dignity” (1997,96)” (Shields 195). Giving students power by opening up non-traditional avenues of discussion in the texts and in the classroom will inspire students to look at learning in a new