The hidden curriculum is an aspect of education that affects teachers’ practices and should be explored. Hidden curriculum refers to, the implied teaching of morals, etiquette, and social demeanour in the context of schools; while implementing the stature of obedience, patriotism and overall adherence to foster society 's status quo. (Konieczka, 2013) In relation, the broader scope of how classroom procedures are dictated refers to teaching practices. Attitudes and behaviors of teachers indirectly affect the development of student’s psyche and moral etiquette’s. (Konieczka, 2013) The morals and ethics teachers possess however, may not always have a positive essence; Influencing students to obtain a negative disposition about their social environments …show more content…
When an inclusive setting is embedded in the classroom, students acquire acceptance for each other. However, the “social pecking order” within society strains a competition mentality (ÇOBANOĞLU & ENGİN, 2014, p. 781). Continually students are seeking to advance, gain, or win something by defeating others or establishing superiority. In this process, children become organized into categories, which in most part teachers help in creating. Based on their own assumptions, educators may unknowingly convey negative messages about certain groups and minorities. When the belief that a crowd is inferior, weak, or lacking, teachers are diffusing a culture of deficiency in youth’s minds; which alters and affects the perspectives of their peers negatively. (Wedin & Högskolan, 2015) This form of thinking tends to marginalize and subordinate certain students and there on affecting their performance levels. (Wedin & Högskolan, 2015) Runfors study shows that the discounted were more inclined to fewer opportunities, lose their personal initiatives, and hide their lack of knowledge, furthering the gap between the groups (in a mixed school setting.) (Wedin & Högskolan,
In Schooltalk: Rethinking What We Say About - and to - Students Every Day, Mica Pollock provides readers with fact-based information to “flip the script” of the misrepresentation of students in the education setting. Pollock demonstrates how race, gender, and ethnic labels can be detrimental to student achievement. She, then, dives in to 600 years of myths regarding social race labels and how they continue to affect humans today. By correcting race, gender, and ethnicity label myths in our minds, we can effectively advocate for these students. To conclude the book, Pollock focuses on how to devise a plan to correct our own misconceptions and foster a supportive environment for diverse students. Throughout
Minorities, African American and Latinos, in America are faced with challenges daily in white society. There are many obstacles minorities experience such as: being judged based on race, stereotyped, or worst being discriminated against by peers. Sadly, minorities can’t seem to escape to harsh realities society created. Citizens in the white society categorize humans by their race to socially construct the achievements and legitimate political goals. Minorities struggles with these goals due to the challenges they experience. The location of these challenges can occur in various places including on the job and/or at school. You may be under the impression that such challenges occurs within the adult minority groups. However, this applies to minority children as well. When the children are face with
The second principle is on Professional Relationship with students, as educator we are always to professional at all times whether we are in or out of the classroom. Moreover, parents trust us to be a safe haven for their children and to look after their children’s wellbeing while in a school setting. As part of this profess...
Apaydin and Seckin (2013) investigated the following research questions:"1. What are the civilized behaviors in the classroom according to the teachers and students? 2.What are the emotions of the teachers and students towards these behaviors? 3.What are the uncivilized behaviors in the classroom according to the teachers and students? 4. What are the emotions of the teachers and students towards these behaviors"(p. 2394)? In their finding they concluded, Civilized behaviors of the teachers in the classroom according to the student's view closely correlated with "educational themes" and "personal." Students responded to civilized actions by teachers with positive emotions, positive emotions towards teacher, and positive emotion towards the curriculum presented. Civilized beha...
Eduardo Bonilla-Silva and Sue both demonstrate from their research that Whites do not comprehend the impact of their unconscious biases. These biases towards students of colour in a white-based post-secondary school environment can result in stress and weak interracial relationships. This is an issue since the significance of these everyday actions is not fully recognized and acknowledged. I will elaborate on a variety of examples, specifically the influence of the peers, and faculty.
The students in the school are shied away and even denied opportunities for higher education by the teachers, “Many have been discouraged or prevented from pursuing academic or work goals” (Kivel 44). From not believing in the students to not wanting them to get further ahead in life, the teachers in this low budgeted, racist school are sacrificing the students future in the name of institutionalized racism. This causes the students to remain in the same social class for another generation, once again, starting the cycle of integrated racism in the schools and surrounding
Any school curriculum should aim at enabling children to be able to think in broader terms, motivate them to want to be more knowledgeable and above all, allow them to come up with new approaches to problem solving. However, more too often teachers tend to limit the students to only the known facts in text books, something which prompts them to remain in their comfort zones. Additionally, the purpose of any formal education is not only to gain formal knowledge but also to gain social knowledge. Different teachers will have different approaches to achieve this. Despite the approach used, in the end of the day, they are expected to have involved and impacted positively on the different characters of children in their classrooms that is, the shy,
“An array of knowledges, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression” encompasses the main idea of Community Cultural Wealth. It is vital to understand that students will step foot into the classroom with a variety of cultures zipped up in their backpacks, and it is our job as educators to make sure that equality is instilled/taught in our classrooms. The second a student feels a sense of discrimination, whether from ourselves or their fellow classmate(s), is when the safe and comforting environment of the classroom begins to diminish. Here I will discuss just how important it is to see the differences amongst students as an advantage
There are many social identities to take into consideration. It is not just race, ethnicity, gender, sexual orientation, language and social class. There are also categories such as health, education level, and body type. With a surplus of social factors, it is easy to have a hidden prejudice toward certain social identities. It is critical to first acknowledge how institutional forms of prejudice will covertly affect a child’s educational experience. As you can imagine, overt prejudice, a term used to describe the explicit discrimination you see, is easier to spot and therefore avoid. But the covert/indirect prejudices are much easier to slip through the cracks of lessons and classroom materials. For example, having a selection of children’s books that showcase only white, slim, heterosexual family structure is an illustration of a way ...
The realm of education tends to shine a negative light on younger generations labeling them as menace to society and ultimately excluding them without fair opportunity. Every child is different; some may require more attention from teachers than others. Schools tend to forget this unique characteristic of human life once standardized testing and grading comes into the equation.
In 1995, the Carnegie Corporation commissioned a number of papers to summarize research that could be used to improve race relations in schools and youth organizations. One way to fight against racism is to “start teaching the importance of and strategies for positive intergroup relations when children are young”(Teaching Tolerance,). Bias is learned at an early age, often at home, so schools should offer lessons of tolerance and
Everyone knows about the various stereotypes and social stigmas that come with socioeconomic status whether they will choose to admit it or not. Society has come to assume that a child who comes from a family of low socioeconomic status, that they will not do as well as a child who comes from a family of a greater socioeconomic status. Unfortunately these assumptions are so ingrained in our brains that we start to follow the self-fulfilling prophecy. When a child from a noticeably low socioeconomic status walks into a classroom, it is not uncommon for the teacher to automatically assume that the child will not perform well in class, and in turn either grades the child more harshly or does not give the child as much attention as the other children from high socioeconomic status families. Do these children not perform well in class because of the self-fulfilling prophecy or is there something that happens during the critical period that causes the child to fall behind?
Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass, Inc. Gushee, M. (1984). The Species of the World Student discipline policies, p. 12. 5.
Poverty and institutionalized racism has a serious impact on children. In schools, it is so important to make sure that students are educated in the best way for them to succeed. Language is one of the key ways that students identify with. The language that they speak at home may be different than what is spoken, and what may be expected to be spoken, at school. In order for teachers to be sure that they are inclusive, they need to educate themselves on what the students need in order to succeed. It is crucial that teachers foster a classroom that is supportive of every student and that they teach students, through example, how to treat others that may be different than themselves.
When a lower tracked student is placed in the low-ability class, the placement can destroy a child’s confidence as well as promote inequality (Enns 2015). As the lower tracked education quality is much lower than a higher tracked classroom, there is a disadvantage for students who actually want to learn. There is not much encouragement for the lower-ability students because expectations are significantly reduced (Enns 2015). Despite being in a high-ability class, a child may feel pressure because he or she has to compete with other kids with the same intellect. When a child feels the need to compete, it could harm his or hers confidence level as well (Holloway 2003). A homogenous approach creates inequality within society because tracking is based off on an individual’s social background. Therefore, tracking will create a divide between the minority and majority groups. The majority dominant class has the upper-class advantage meaning that their children are most likely to be in the high intelligent class due to the extracurricular within their lives. While the minority is placed in the lower tracked class, they are given the lower quality education that they do not deserve (Enns 2015). Nevertheless, according to Paton (2012), the mixed approach was thought to have a its disadvantage because it might put high-ability children at a disadvantage. Parents were scared that the lower-ability children would hold their high-ability children back academically (Paton 2012). Having said that, the parents are wrong, as it is not another child’s fault in why their children are not pushed to their full potential. It is the teacher’s responsibility to provide more challenging lessons for the more intelligent children. The teachers are the ones who should push their students to their full potential (Paton