On the one hand it could be said that it is down to discrimination in schools that there is evidence of ethnic differences in educational achievement. One example of discrimination in schools is labelling and teacher racism. Interactionists focus on the different labels teachers give to children from different ethnic backgrounds. Their studies show that teachers often see black and Asian pupils as being far from the ‘ideal pupil’. For example black pupils are often seen as disruptive.
This paper will summarize the article and Lu’s findings, describe the intervention strategy, and whether or not I would consider this type of strategy as an instructor of young children. Lu (2010) begins her study with observation in each of the classrooms of the three first grade students for a one week period. All three students were from middle socioeconomic families and although they were in separate classrooms with different teachers, each had been labeled as having “low motivation, little confidence, less engagement, were very restless, and were labeled with reading and writing disability “(p.2). Before beginning instruction with these students, Lu (2010) felt that much could be learned by interviewing the students and finding out their interests and preferred learning styles. From these interviews, she was able to obtain some basic information about the three students interests such as pets, friends, relatives, activities, vacations, celebrations, favorite television programs, and so forth.
This case study occurs in a small elementary classroom in the Northeast United States. The teacher being observed is named Linda Walker. Linda is a new teacher and the focus of the observation takes place during her reading lesson. Beginning the Lesson Miss Walker begins the day by taking attendance and lunch count. I thought it was important to note that Miss Walker took advantage of this opportunity to involve her students and have them use their math skills.
Teaching Comparison: Interviews of a general education teacher and a special education teacher Brittany Drake Grand Canyon University: SPE553 10-30-2012 Teaching Comparison: Interviews of a general education teacher and a special education teacher In this essay I will discuss the differences and similarities between general education teacher and a special education teacher regarding these topics: proper terminology, law, and identification of intellectual disability, issues surrounding the definition and classification of students with intellectual disability, and the impact of characteristics of intellectual disability on learning, social attitudes, and curricular needs. The first teacher I interviewed teaches in a local elementary school and is not a special education teacher but, in her classroom works with a few students who have an intellectual disability. The second teacher I interviewed works at a local charter school, specifically with children who are labeled as cognitively delayed. General Education Point of View I will begin by discussing the information I received during the interview with the general education teacher then compare it to the information I got from the special education teacher. I started the conversation with the teacher who I will call “Jesse” by discussing the services for children with intellectual disability or modifications used in her classroom.
Sociology Essay Some theorists think that cultural deprivation is the reason why working class children fail and middle class children succeed. To succeed in education you will need cultural equipment (language, self-discipline and reasoning skills) something that the working class children lack. They lack this equipment because their parents cannot socialise properly with their children, so these children grow up culturally deprived leading to their under-achievement at school. Whereas middle class children have parents who can socialise properly with them, giving them all the cultural equipment they need. Intellectual development is one aspect to cultural deprivation.
Teachers have all different types of students in their classroom, and they want all of them to succeed. They must remember that not all students learn in the same way. With that being said, I believe teachers need to be creative in their lesson plans so they are not always using the same strategies while teaching. One student may be a bookworm and only learn through reading. Another student may not learn material well without having a hands on activity.
If a W.C student is labelled by a middle-class (M.C) teacher the student often believe that the teacher is right therefore they take that label they have been given and they become a self-fulfilling prophecy which means they accept the label they have been given and stay that standard, this is basically saying if a student is labelled negatively they stay negative because they are ‘fulfilling their own prophecy’ so they are now going to underachieve in education. This is effected by poverty due to W.C generally not being able to afford nice uniforms so the teacher can tell they come from a W.C background because they don’t look as smart as the M.C students. Another reason in the claim that poverty is the main reason for W.C underachievement is because they are generally more fatalistic. If a W.C child is fatalistic in school then it means that they are also culturally deprived, because they are culturally deprived they have attitudes which insist that they are not going to do well in school because for example their parents didn’t then they will not try to get an education as they are fatalistic about being setup to fail in
Classroom Observation and Reflection Paper Diana Sanamyan MTE / 501 February 13, 2012 Dr. David Bolton Classroom Observation and Reflection Paper I observed Ms. Shakhramanyan’s kindergarten class at John Marshal Elementary in Glendale, CA. There were twenty-two kids in her class and five of them were ELL students Ms. Shakhramanyan taught the class for the entire day. The students spent most of their time in the classroom during the day. Ms. Shakhramanyan started her class with morning greetings and announcements, took the attendance and told the students the objectives of that day. I noticed how she addressed concepts about print during her morning routine.
Allowing them obtain better paying job opportunities. Create more jobs with better benefits for low income families as well as a way to get a better education. As stated by Arloc (2005), in figure 1 below, exams done to the Census shows that the U.S public benefits system helps to reduce the poverty in nearly half of Americans. Some of these children may not develop well-mannered vocabulary due to the majority of their parents having difficulty speaking proper English. In a poor socioeconomic group, students are more likely to drop out of school; this happens since the environment around them does not allow them to achieve an academic goal or have parents who support them.
Some academics come naturally to students and if they are outnumbered by those that don’t comprehend the lesson, then they may receive a poor grade. In the same manner if a student is outnumbered by intellectual student then they would receive a grade they did not earn. I have seen a few children in the classroom who can read really well and it would not be fair to those few students if they received a low grade because the majority of the class does not know how to read well yet. Another downside to group grading is that sometimes you find that some people work harder than others. In college as well as in kindergarten you find students that put forth no effort, when this happens you have students who are going to have to work harder to pick up the slack.