Unstructured interviews allow the interviewer to build rapport with the pupils, unlike questionnaires where there is no chance to build rapport because the researcher has limited contact with the pupils. This will help the interviewer to gain more valid results when interviewing children from different subcultures. This is because the pupils will be more likely to give truthful answers when they trust the interviewer. This is especially important when interviewing pupils from anti-school subcultures, as they usually come from working class backgrounds and may be less willing to speak to the interviewer. This was shown in William Labov’s study of the language of black American pupils.
The one on one meetings allows the teacher to get to know about the interests, hope, and concerns of the student, and facilitate a relationship in which students feel they are emotionally and physically safe and, therefore free to engage in constructive discourser with their teacher (Brewster, 2000). A2) Self-Motivation Mr. Collet’s homework policy promotes self-motivation by making the students responsible for having done their work and meet the teacher’s expectations. This part of the policy would promote self-motivation for a 4th grade classroom because it would hold the students accountable for meeting the teacher’s expectation. This make a student want to do exactly as the teacher ask. Most students don’t want to disappoint their teacher and having to appeal to the teacher for not having the homework turned in on time, So they will make sure to keep up with their work and what is expected of them.
The classroom research Holmes mentions in the article is not comprehensive. “Talking in class is often perceived as ‘showing off,’ especially if it is girl-talk. Until recently, girls have preferred to keep a low profile rather than attract negative attention” (303). As a matter of fact, boys do not always dominate the class while girls may therefore be proactive during some issues they interested in. For instance, in math class, girls do not seem to talk less than boys.
It was said that one ‘solution’ to the ‘problem’ of inequity was to ‘educate the parents’ (Thomson, P 2002, p. 3) and encourage them to ‘supervise’ their children whilst doing homework. This suggests that with the parent’s encouragement and reinforcement towards the child, they are more likely to want to succeed and feel they have the right to succeed, instead of there being a boundary between the advantaged and disadvantaged children. The parents of both Vicki and Thanh want the best for their children, to graduate and achieve a ‘university’ (Thomson, P 2002, p.2) degree. However Vicki is more likely to succeed because of her parent’s educational background and will be able to provide the support that she needs going through school, whereas Thanh will have to find other sources for educational help because his parents do not have the knowledge that he
As well as the professors, the parents are a huge success in the children’s success in an institution. According to Rachel Williams, writer of “Middle-class Children Do Better at School Because Of Parents,” claims middle-class pupils do better because parents and schools put more effort into their education; thus children from poorer backgrounds were not predisposed to work less hard, but parents’ attitudes were most important, making more of a difference than schools
However, she anticipated herself wrong when she faced the mind conflict about the teenagers in a connected environment. The sole purpose of this paper is to explain, how the value of self-communication determines, how the structure of group necessaries, and how empower of leaders helps the members. Cady was more related herself in new environment; therefore she gained the information and friends through the communicating with her classmates. If she was narrow minded towards others in school, than she would not made any friends. Cady often smiled while she talked to others, and made the impression towards them that she was polite and approachable.
These policies will keep children’s feelings from being hurt, but if Eunice cannot do poorly, she has no motivation to do better. When teachers conform to giving easy assignments, grading in purple pens, and not requiring finals, all students will perform the same in school and fall subject to
Both Bennett and Spark use their main characters to show how easily influenced young people can be under the influence of somebody they look up to. Bennett uses Hector and Spark uses Miss Jean Brodie. There are a number of similarities between these characters, however the main likeness is that both teachers chose not to follow the conventional teaching method, they would rather not stick to the curriculum and feel that what they choose to show their pupils will ultimately serve a greater purpose and make them well rounded individuals. In “The Prime of Miss Jean Brodie” from the very first page of the novel the girls are singled out and referred to as “the Brodie set”. This shows the reader from the beginning that these girls are different from the rest of the school; they are seen as almost belonging to Miss Jean Brodie.
Critical Analysis In “The War Against Boys” the author, Christina Hoff Sommers, stated that times are changing and boys should “watch out” in school. She states that girls are starting to be more benefited in school then boys in the educational system, that girl aren’t considered the “second” sex anymore, and that girls are statistically better than boys in academics. I personally agree that times are changing and that boys aren’t getting any special treatment and girls are on the same level as boys, and that they also are better in school then most boys. This to me has a lot to do with that growth gap that there is between both genders, girls start developing at a much earlier age then us, thus letting them learn things at a much faster rate
They throw all their morals out the window, people trust the ones who are in charge because we were brainwash to believe that leaders can be trusted and they have our best interest in head. When you are a child and you are in grade school, you tend to gravitate to someone with a take charge attitude, even if those people’s motives are evil. In the short story Brownies, there is a character named Snot, she was her own individual but somehow still followed along with the ways of Arnetta, when the girls were going to have a secret meeting to discuss what they were going to do about the white girls, Snot was pressured into going along with the group, Arnetta said “Snot, you’re not going to be a bitch and tell Mrs. Margolin, are you?” Snot tries to speak against it by saying, “Hey, maybe you didn’t hear them right –I mean-“ but then Arnetta, the authority figure interrupted saying “Are you gonna tell on us or not?” Snot eventually caved in and went with the majority group. (Packer 507) Also with the Milgram’s experiment the subjects tried to speak up against the authority but failed when the authority figure told them to shack the person again. “In each case, the actors sitting on the chair kept protesting, screaming, exhibiting excruciating pain.