According to the research, students who participated in the arts-based mindfulness program in the study experienced more resilient, less reactive emotionally, were more able to talk about feelings, and their parents noted that they seemed happier than they had been prior to participation in the program. Researchers have “hypothesized that by participating in arts-based mindfulness-based methods, children could learn to focus on and better understand their feelings and thoughts without judging these experiences (Coholic, Eys, & Lougheed, 2012, p.835)”. Mindfulness is described as a process of developing a nonjudgmental accepting awareness of moment-by-moment
The cultural ecological theory attempts to explain that some macro-ethnographic groups perform well in school, while others do not. Adult students or learners are the ones with the most diverse backgrounds. They have been adult for most part of their lives. They like to have control over whatever they learn and where and how it is learned. They should be given with the course having some kind of autonomy.
The scaffolds make easy a student’s capability to construct on preceding information and internalize new information. The actions provided in scaffolding education are just further than the level of what the apprentice can do unaccompanied (Olson & Pratt, 2000). The more competent other provides the scaffolds so that the beginner can achieve (with help) the tasks that he or she could or else not absolute, thus helping the beginner through the ZPD (Bransford, Brown, & Cocking, 2000). Vygotsky Definition of Scaffolding Vygotsky’s distinct scaffolding instruction as the “responsibility of teachers and others in supporting the learner’s progress and providing hold up structures to get to that subsequent phase or stage” (Raymond, 2000, p. 176). A significant feature of scaffolding education is that the scaffolds are provisional.
Many sociologists have studied the role of education and argued that the education helps its members in ways such as language and academic skills. Emile Durkheim the founder of functionalist sociology identified two main functions of education. These were the role of social solidarity and how schools teach specialist skills. Firstly Durkheim argued the role of social solidarity this is that the individual members must feel themselves part of a single body or community. He argues that without social solidarity, social life would be impossible as everyone would pursue their own selfish desires and not work together to get what they want out of life.
The implications of extroversion and introversion for classroom teaching are also considered. Instinctively, many second language teachers somehow feel that a student with an outgoing personality is more likely to be successful as a second language learner than his less gregarious counterpart. Language teachers reason that the extrovert will create more situations for himself to engage in conversation in the target language. This enrichment of opportunities to speak the new language will positively affect the development of the student's proficiency in it. Ofcourse, an intuitive feeling about the relationship between an outgoing personality and second language learning is not sufficient evidence on which to base a theory of teaching and learning.
Unstructured interviews give the parents more time and opportunities to develop their answer this can make the answers have more clarity and easier to summarise. With unstructured interviews it means that there is a higher chance of rapport building and thus creating a connection. Unstructured interviews are more in favour to interpretivists, as they prefer more open and detailed research, which can be elaborated. Despite this, there are weaknesses, because parents know the researcher is present their answers may not be valid as they will try and change their responses to more fitting response. Because there is no fixed schedule the interview could last for hours making it extremely difficult to summarise and shorten to make it fully comprehendible.
I will finally draw conclusions from an evaluation of the above and recommendations made to improve my own professional development within the setting. According to the Department for Education website (26 April 2012): Learning mentors support, motivate and challenge pupils who are underachieving. They help pupils overcome barriers to learning caused by social, emotional and behavioural problems. Learning mentors need good listening skills and an understanding of health and social issues that affect children and young people's development. The mentors mainly work with children who experience 'barriers to learning', including poor literacy/numeracy skills, under-performance against potential, poor attendance, disaffection, danger of exclusion, difficult family circumstances and low self-esteem.
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.
The article states that, “middle class children, both African- American and white, lead structured, hectic and organized lives that involve tremendous labor and planning on the part of the parents. By contrast the lives of working class children are more informally organized. These children wait less and play more.” I think the kids would enjoy the unstructured childhood activities the most, but depending on how a child was raised, unstructured activities might not be as entertaining to that child who was used to being in structured activities. But for the child’s future, structured activities are most beneficial because one can learn to manage time, be coordinated, and be product full at a young age. Teachers will tell you that their most successful students come from a home where the parents provide structure, support, and guidance.