Firstly, overt observation is when the researcher would make all the pupils aware that they are being studied and makes sure they give their permission before the observation takes place. This makes their research ethical, however observer effect can occur which is where the truants may behave differently because they are being observed, giving unreliable results. The other type of participant observation is covert studies. This means the truants wouldn’t know they were being watched, so they are more likely to behave like they normally would, giving valid results, however this raises ethical concerns such as the right to withdraw and deception. A strength of participant observation when investigating truancy from school is results are usually valid compared with getting the students to fill out a questionnaire about truanting when there is no real way of telling if they are giving accurate answers.
Aaron Cicourel and John Kitsuse’s study of educational counsellors in an American High school shows how labelling can disadvantage working-class students and it states in item A that ‘they were negatively labelled as non-academic and often as ‘difficult’’. This is because counsellors play an important role in deciding which students will get onto courses that prepare them for higher education. They found from their study that although they claimed to judge them on their ability, in practice they mainly judged them on the basis of their social class and/or race. Even where students had similar grades, counsellors were more likely to label middle-class
They are able to manipulate the education system to their advantage which means their children have a better chance at doing well in school. Disconnected-local choosers and semi-skilled choosers are working-class parents who have a lack of cultural capital and therefore their child’s academic progress suffers as they are usually sent to ‘local’ schools which they aren’t necessarily best suited for. Children who have cultural capital also have an elaborated code (wider vocabulary) which gives them an advantage at school as it is the code used by teachers and in textbooks. The elaborated code is typically used by middle class and helps with their academic achievement. Children with a lack of cultural capital are more likely to use the restricted code (limited vocabulary) which disadvantages them at school as they feel excluded and are therefore less successful.
Spencer Kagan, Patricia Kyle, and Sally Scott provide that disruptions and misbehaviors can be prevented by, “An interesting, stimulating teacher who adapts the curriculum to student interests and needs” (Charles, 2008, p. 155). Engaging lessons are extremely important in an overpopulated classroom because of the larger number of students and the resulting larger potential for misbehavior. Another reason engaging lessons are important is because it is a preemptive strike against some students lack of motivation. Unmotivated students influence the teaching environment negatively for the obvious reason that they are not giving their best effort. With an unmotivated student the material is unlikely to be learned or retained and
The intensity of such classroom disruptions depends on the teacher’s reaction to them, though dealing with those disturbances may not be as important as the teacher’s accurate classroom management as an essential preventive measure. So the question is: What can teachers expect and how can they effectively handle discipline problems? This paper explores the problem of classroom disruptions and offers a solution for those on the basis of an appropriate example: Paul is frequently entering class late and as soon as he is in there he’s making a show of his delay. During the lesson he is always more interested in his cell phone and texting than in the lesson itself. Also he is used to distract other students by talking to them.
Some forms of social influence is obvious, for example, a teacher asking for a students work to be handed in on time. Other types can be more subtle, unnoticed, and sometimes even unnoticed by those who are influenced. Conformity is a form of major influence, this is because it influences a small group to fit in with the behaviour or opinions of a larger group, Kelman (1958) suggested that there are three types of conformity; Compliance when we change our behaviour to fit in with the majority, Internationalisation when we change our minds about something, because the majority have convinced us they are right, and Identification when we change our beliefs or behaviour, to fit in with a group we admire. Obedience is quite different from conformity, which is about changing behaviour to fit in with the majority. Obedience is to follow direct orders from a perceived figure of authority.
There is a leading-on of the effect to the firing teaching because they were not enough students to come to the school, in this would cause extreme in the implication of the school which is the various subject that they have offer, there would be fewer A-Level on the offer and the offer in HAP they may resort in BTEC’s because the limited is the amount of the teacher that the school, therefore the students they will not have to wide on the choice of the courses to study. On the other hand the school they could attempt on the increase of the demand form year 6 it is to show them that
They won’t help people who need them if these people don’t have money. This money will effects on education budget while this money should be spent on things that can help the student achievements like teachers training and modern labs facilities. Teacher training about modern teaching techniques is very important. Many researches which made on young students shows that
I also found that the lowers years also were confused on some of the questions or had left it out which meant that I then had to chase them up to complete it correctly which took a little more time. Maybe I next time instead of putting it in the teacher’s pigeon holes and getting them to administer it, I should go round to each form and explain it myself. Furthermore, I need someone to help share the conducting of research so that I can speed up the time process. I also found that timing is important I carried questionnaire during a regular school day as found out through secondary research that I would be less likely to get a good amount of respondents if I was to administer the questionnaire around holiday time or examination days. The second method I set up were 4 focus groups which I met up with before and after the changes were carried out.
This adds pressure to the teacher’s day as they then have to supervise them. The teacher has to ensure that they are being effectively used to enhance the learning of the student with diverse needs. Funding challenges for extra resources are another area that the teacher has to allow time for. Meeting these challenges leads to increased stress for teachers as “many mainstream teachers report that they do not have the time, training, experience; personal resources and/or access to professional development that they need to feel confident about teaching students with a disability in a mainstream class” (Shaddock., et.al, 2007). Research shows that a major concern for teachers is their lack of time for planning and the demands students with