Although boys and girls are taught together, should classrooms be separate due to the lack of female education compared to males? Females do not achieve all they can in coeducational schools because of the silent sexism going on each and every day. Little things such as calling on a student of one gender more often, making remarks about one gender’s certain abilities in a field (for example, science or math), “guiding” students into subject and career choices based on their gender rather than their interests or abilities, and assigning classroom chores or tasks based on their gender are all forms of sexism. Sexism in classrooms affects women’s self-esteem, overall educational levels, careers choices, and ultimately income. What seems to be a little more attention given to males really adds up to women underachieving throughout their lives.
Case Analysis EDU/315 – Legal & Ethical Issues in Education 06/04/2012 Teaching is no longer an aspect of impacting knowledge on students. Today, however, teachers are not only expected to tutor but also to be the guardian as for the students. Teaching upholds both legal and ethical expectations for teachers. Imagine a fifth grade teacher who during exams suspects one of the students of cheating- this she concludes after she observes the student looking across the aisle at another students paper. The teacher goes over to the student, tears the exam paper in two, and dumps it in the dustbin.
A Perception of Case Study of “Amanda Jackson” Child, Family & Society (SOC312) Instructor: Sharon Methvin September 14, 2010 Amanda Jackson is new to the teaching field and new to her school which is very “popular for visitors to the district” to visit and maintains their “high academic standards” within the school district. Amanda finds the wit of the principal makes her uneasy because she is unsure whether the principal is serious or joking. She finds herself hiding from the principal like a schoolgirl and wishing she wasn’t around when she needs to visit the main office. Amanda is concerned because the principal is never spoken of in jest or in a negative light. The teachers speak only of her positive contributions to the school and her ability to make sure teachers and students have what they need from the district office “Bartlett Street”.
Ms. Erin Gruwell, a new teacher at Woodrow Wilson High school, faces several challenges with the class she is presented with on her first teaching job. She is exposed to a different environment around teenagers who partake in gang groups in order for them to protect their own race and seem to have no interest whatsoever in their education. Ms. Gruwell’s perseverance leads her to try and make a change with these students, even though she is getting no assistance from her colleagues who are convinced that the students are nothing but trouble. In the end, perseverance is what leads both her and the students to success. One of the themes that are portrayed in the film is that of Segregation.
Margie would clearly prefer the old schools and teaching method as described in the book. She hates school, and is a bit behind. As the story unfolds, Margie's view on what a good school system is, changes significantly. In the beginning of the story, she is a bit suspicious of the yet unknown school system, ("I wouldn't want a strange man in my house to teach me." ), but slowly she grows fond of the idea of a school with teachers and students, as seen in the following example: "If you don't like it, you don't have to read the book."
Instead, she communicated by humming or screaming. She was eventually labeled autistic, and her parents were urged to institutionalize her. Instead, her mother pushed for her inclusion in the activities of “normal” children, and did not isolate her. Grandin struggled in school. She says her schoolmates thought she was “weird”, and admits that she was “totally useless” at algebra and languages in high school, (Gerson Saines & Jackson, 2010).
Interestingly, through the main character Rosaura and her transformation, the author shows that, in class societies, social status have more power on people’s future than their actual capabilities. At the beginning of the story, Rosaura is blind about the importance of social classes in her life. For example, when she argues with her mother about Luciana being her friend, Rosaura tells her that “[she knows] nothing about being friends” (9). By her strong reaction, Rosaura shows that she is convinced that Luciana is really her friend, even though they only do homework together. She isn’t aware that they don’t belong to the same social class.
It is clear that whilst Scout is willing to provide informal educational help, Miss Caroline does not approve of this and repeatedly tries to scupper her efforts by whipping her on the first day of school because she misunderstood, “if I didn’t have…stop it”(page 24). Further reinforcement is shown when Miss Caroline catches Scout writing a letter to Dill because she was bored, “I was bored, so I began…third grade”(page24). Miss Caroline is trying to follow a more formal way of teaching pupils in a place where teaching and education is regarded as experienced based, learn through doing, which inevitably means that knowledge is passed down generations and is limited to those skills needed to survive. Education during the 1930s were only aimed at boys rather than girls.
Her mother is also not well educated. In the short story her mother has to fill out a paper so that her daughter can admit to the school. She can’t fill it out, because she can’t read or write. So she asks for help from the woman who stands beside her, to help her fill out the paper so her child can join the school. The mom says:” I don’t know how to read or write, and I’m askin you to help me.” The woman then begins to smile, she feels good about herself because she’s superior and the mom is inferior.
Sandra Lee is asked to do some household tasks as always, but when her mother asks her how her day went and who she had lunch with, Sandra Lee breaks down after and says she wants to change school. The three older ladies gets mad, but not only do they manage to convince Sandra Lee to stay in the same school, they also make it feel like the question wasn’t ever asked. The short story is told through a third person narrator, who isn’t present in the text, but is still omniscient because he/she can see everything and feel the feelings of the people who actually appear in the story. It’s a common way of writing a fictional story, but it still always gives a mysterious feeling to the reader, especially at the points when Grau uses quick and short sentences. There is a lot of dialogue throughout the text, which makes the narrator more reliable.