To label someone is to attach a meaning or definition to them. Studies show that teachers often attach labels to pupils regardless of their ability or attitude, but instead based on stereotyped assumptions about their class background, labelling working-class pupils negatively and middle-class pupils positively. Howard Becker carried out an important study on labelling and found that teachers judged pupils according to how closely they fitted an image of the ‘ideal pupil’. We can see how the process of labelling can affect pupils by looking at Aaron Cicourel and Johm Kitsuse’s study of educational councillors. The study found that the counsellor judged pupils largely on their social class; this therefore put them at a disadvantage as middle-class students were placed on higher level courses.
Is it just a compilation of slang and jargon? Furthermore, can this pattern of speech be used to improve the educational experience for the inner city African American youth? Despite the opinions which are constantly being argued, one fact remains: A learning environment that lacks a clear line of communication between teacher and student will fail to properly educate the majority of the learners. Some level of communication has to be established before effective teacher-student interaction can occur. Teachers must understand their students.
Assess the importance of school factors such as racism and pupils’ responses to racism in creating ethnic differences in education Racism in school is clearly an important factor in the differences in educational achievement between ethnic groups. Students are often labelled subconsciously by teachers according to their ethnic group, for example Gillborn and Youdell (2000) found that most teachers are quicker to discipline black pupils than other for the same behaviour. They argue this is a result of ‘racialised expectations’ – the idea that teachers expect black pupils to present more discipline problems and misinterpret their behaviour as threatening or a challenge to authority. Foster (1990) found that teacher stereotyping and racism often led black pupils being placed in lower sets, resulting in lower levels of achievement and differences between ethnic groups. Asian pupils were found to also be the victims of racism in school, especially girls as Wright found (1992), saying that teachers leave Asian children out of classroom discussions and speak to them in childish language, isolating them from the other children and making them feel uncomfortable in school.
Assess the importance of school factors such as racism and pupils’ responses to racism in creating ethnic differences in educational achievement The differences in educational attainment between different groups of pupils have been a major focus of much sociological research. These differences can often be seen to be largely due to different social class, but also gender or ethnicity. Social class is the most significant and dominant factor when looking at these differences, but ethnicity also has a relative impact on educational achievement Education has a key role to play in eradicating racism and valuing diversity and it a responsibility for all educational establishments, including those with few or no ethnic minority pupils. Promoting racial equality demands a whole school approach and commitment from all those who are involved in the life and work of their school. Racism is linked to the educational achievement of minority ethnic groups, however the connections are complex.
They focus on how teacher expectations influence student performance, perceptions, and attitudes. Sociologist Edwin Sutherland studied deviance from the symbolic interactionist perspective. The basic tenet of his theory of differential association is that deviance is a learned behavior, people learn it from the different groups with which they associate. In other words, the people we associate with on a daily basis are the most important. The closer the relationship, the more likely they are to be influenced.
A Teaching Assistant is likely to work with pupils on a 1:1 or small group basis. A Teaching Assistant will therefore be in a good position to recognise any concerns relating to a child and young person’s development. For example, a Teaching Assistant may take children for individual reading practise. Whilst doing this, they may note that a child appears to be unable to read as many words as their peers. In this situation, it is important that the Teaching Assistant report their concerns to the classteacher.
Many sociologists have linked labelling in school, especially by teachers, with the difference in achievements in terms of ethnicity. Negative stereotypes and labels may cause teacher to treat students from an ethnic minority differently, which could in turn, disadvantage them and ultimately, result in them underachieving. Studies from different sociologists back up and support this. Gillborn and Youdell (2000) found in their studies that teachers were more likely to discipline black students quicker than they would with their white counterparts, due to the fact that teachers held “racialised expectations”. They argued that they stereotyped and expected black students to present behaviour such as threatening and challenging authority, which leaves the student feeling underestimated and picked on.
A formativie assessment is a variety of informal and formal assessments measures that are used by teachers during the learning process in order to adapt teaching and learning activities to improve a child’s attainment in school, it is designed to give pupils feedback in order to improve in their learning and help a pupil understand what is expected of them in relation to their educational success and give ideas as to how to develop their work. In order for formative assessment to be effective, there must be a whole school approach which includes teachers in each year group assessing with subject leaders to ensure consistency within year groups in order to maintain high individual pupil progress. Informal/Formative teacher assessments are carried out by teachers throughout the course of their teaching by using assessment
It identifies any weaknesses in a student’s knowledge such as gaps and misconceptions the teacher would normally fail to notice. It will allow the teacher the ability to modify any lessons surrounding these misconceptions. It is very similar to a formative assessment since it allows the teacher to check on the student's progress and understanding. Through these interviews, the teacher can reduce misconceptions in the lessons and promote understanding of the curriculum which will help the student in their following academic
It involved health care, social services, and education. Parental involvement was a key component, so parents and children were taught together. In practice the policies focused originally upon the assumed cultural deprivation of black children in the USA as the most comprehensive programme Head Start was introduced, which involved health care, social services, and education and working class children in the UK as in the Education Priority Area Programme and have consequently attracted criticism from sociologists who argued strenuously against the concept of cultural deprivation. It may perhaps be argued that later