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Social class effects on school performance
How does cultural impact on development of identity
How does cultural impact on development of identity
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Overview The Class, or by the original title Entre les murs, is an autobiographical film about former French language and literature teacher Francois Begaudeau. Begaudeau plays himself in the film as Mr. Marin, who teaches at an ethnically mixed high school in the inner city of Paris, France. Mr. Marin teaches a group of 14 and 15-year-old students, who are smart but very argumentative and confrontational. Mr. Marin spends a lot of class time disciplining, and battling the students about different topics. One violent situation in class led to expulsion for one of his problematic students, against Mr. Marin wishes. In general, the film highlights some of the challenges teachers face in teaching students at inner city schools (Cantet 2008 and …show more content…
The students in the film are culturally different, and have various views, opinions, beliefs and needs. Their culture, and home life affect their behavior and attitudes in and out of class. This is true for most students, especially in inner city schools when everyone is diverse, and end up together in one class. In one scene, Rhoumba and Esmeralda did not like that Mr. Marin used “whitey” names such as Bill in his examples. They wanted to hear names that were culturally familiar. This example can teach teachers the importance of making sure their students’ culture is represented somehow in the class. Something as simple as using a specific name in the examples is important to students who are often left out of the curriculum. Another example is when the students expressed what they were ashamed of, and many students said they were ashamed of their culture differences. This is a learning moment for teachers because cultural differences could affect how their students see themselves, and that celebrating and including their culture in the classroom could have an effect on their attitudes and self-esteem. Overall, teachers can learn how important it is for students to feel represented in the class, and that culture plays a big part in student’s
Similar to the intervention mentioned in the article, I would actually make time and learn not only the students’ name, but also get to know a bit more about them as a person. I would definitely be aware of these situations since I know how big of an impact it is in someone’s identity and well-being. There are many ways that educators can establish positive ethnic and linguistic identities in the students’ surroundings. One of them is by asking teachers to create an international week, wherein there would be different programs everyday for the rest of the week that has to do with students’ culture. In one day, students can dress up according to their culture, and then another day can be an international potluck day, where students bring their favorite cultural dish and share it to class, another one is performing a talent that has to do with their culture, and so on. Things like these will make students be aware of the different cultures that surround them, and learn about how other cultures exist, not just their own. Furthermore, just like previous reading we had about Sleeter (2013), students who embrace both their culture and the dominant culture do better than student who do not. In addition, students perform better academically when the topic can be related to their personal situations or experiences, and I believe teaching students in a multicultural way will be best for all of the students. Above all these, students will understand that everyone is equal, and everyone has their own abilities and talents, no matter how you look like, the way you speak, or where you came from, everyone is entitled to be whoever they want to be, without having to adjust and shift one’s beliefs from their
“I viewed each of the films at least once…taking notes on the role of the teacher, peer relations, among students, relations between students and adults, student attitudes toward schoolwork, extracurricular activities, the role of the family, the resources of the school, the use of violence and drugs, exploitation of sexuality (4).”
E. D. Hirsch and Lisa Delpit are both theorist on teaching diverse students. Both of these theorist believe that when teaching diverse students, teachers need to see their students for who they are. Seeing your students for who they are, means you look past the color of your students’ skin and recognize their culture. According to Stubbs, when teachers look at their students equally, no matter the color of their skin, then the teacher is considered colorblind (2002). Being colorblind is not a great thing because we should not treat all of our students the same, since each student is different. It is important to see our students for who they are because our classes are unique. Instead, our classes represent a rainbow underclass. According to Li, the rainbow underclass is the representation of families who are culturally diverse and economically disadvantaged (2008). In order to meet these student’s needs, teachers need to think about the struggles that each student face.
Family’s beliefs and values may be different for some and in other cultures they may not be accepted. As teachers, we have to learn about different cultures and expand our knowledge so families could feel more accepted. In the book, Anti- Bias Education for young children and ourselves by Louise Derman-Sparks & Julie Olsen Edwards, talks about how culture and fairness involves two dimensions, children’s development of a positive culture, identity, and their respectful interactions with other cultures. With these two dimensions, it will help the child to continue to express their home culture at school while learning the different cultures at school with their classmates. They learn about what’s right from wrong, how to dress, and talk
The improvement in their education that these Mexican American students with the Raza Studies is very similar to the affect that Afterschool programs had for the students in “Pass or Fail in Cambodia Town”. When students from both films were taught about their culture/ history they did better in school. The main point of “Precious Knowledge” is that students thrive when learning about multicultural education, especially students who are underrepresented by mainstream Eurocentric education. However, due to a history of systemic racism and a general lack of knowledge or understanding, many leaders choose to suppress the voices of underrepresented communities.
“School can be a tremendously disorienting place… You’ll also be thrown in with all kind of kids from all kind of backgrounds, and that can be unsettling… You’ll see a handful of students far excel you in courses that sound exotic and that are only in the curriculum of the elite: French, physics, trigonometry. And all this is happening while you’re trying to shape an identity; your body is changing, and your emotions are running wild.” (Rose 28)
In the movie Eva told Ms.Gruwell that she hates her because she is white. Eva doesn 't even know the teacher but because of her skin color she decides that she is her enemy. This states that those with fixed mindsets judge not only the teachers but themselves. Another example that the students are in the fixed mindset is because they they think they can 't learn. On the first day of school the students enter the class and think they 're here for no reason. One student said,” no one cares what i do so why should i show up to school”. They said that Ms.Gruwell is just here to babysit them. The students even got into fights on the very first day of class, showing little respect to the teacher. Ms.Gruwell knows that if she wants these students to have an education she needs to change their mindset in order for them to
A Class Divided The film A Class Divided was designed to show students why it is important not to judge people by how they look, but rather who they are inside. This is a very important lesson to learn: people spend too much time looking at people not for who they are but for what ETHNITICY they are. One variable that I liked about the film is that it showed the children how it felt to be on both sides of the spectrum. The HYPOTHESIS of the workshop was that if you out a child and let them experience what it is like to be in the group that is not wanted because of how they look and then make the other group the better people group that the child will have a better understanding of not to judge a person because of how they look but instead who they are as people. I liked the workshop because it made everyone that participated in it, even the adults that took it later on, realize that you can REHABILITAE ones way of thinking.
...and walked home.” Collins contrasts the students’ misbehavior with the teacher’s ignorance, thus implying a relationship between the history teacher’s inability to teach his students and their ensuing misbehavior.
Geneva Gay (2002) combines these two concepts of sociocultural consciousness and culturally responsive teaching in Restructuring Attitudes and Beliefs. Gay refers to culturally responsive teaching as a way of addressing “universal marginality, powerlessness, and disadvantages” within the classroom by taking a critical view of the curriculum (p.1). Culturally responsive teaching starts with the teacher’s identity and an awareness of their own ideologies and theories that influence how they act as a median between the student and curriculum. Similar to understanding their own identity, the sociocultural consciousness is how the teacher views the students’ identities in their community. Gay explains these relationship by saying, ”teachers’ instructional behaviors are strongly influenced by their attitudes and beliefs about various dimensions of student diversity” (p.3). The historical context of the community allows the teacher to use their individual students’ background as resources for scaffolding entire class’s curriculum and help meet the needs of the individual students. Assuming the role of public education is to act as an equalizer, culturally responsive teaching is a means of creating
During this semester, I had the opportunity of working with a class of 2nd Graders in the Long Beach area. Even though in my last two serve rotations I was exposed to students from different linguistically and cultural backgrounds, this year I had the opportunity of truly experiencing multicultural diversity in the classroom. Since Jane Addams is located in the ghetto area of Long beach, the majority of the students are the so called minorities. Mrs. Chavarria classroom represented pluralism and world cultures; in her classroom there were Filipinos Samoans, African Americans, Latinos a couple of white kids, and a Hispanic/Chinese boy. This last serve rotation gave me the opportunity to experience my mentor teacher's pedagogical approaches which engage cultural multiplicity in many effective ways. My mentor teacher as expressed earlier in my journals has been teaching for the last thirteen years and has been open to learn about new concepts and ideas central to addressing cultural pluralism in the core curriculum and have tested some practices that have proved to be useful. Some of th...
“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
The film begins with a new teacher, Jaime Escalante, arriving to Garfield High School in East Los Angeles. On his first day he comes to find out that the computer science class he thought he was going to teach doesn't exist, because the school has no computers. In turn he is assigned to take over the general algebra class. From the beginning the film portrays the school as one on its downfall, and with students that are facing poverty. The class he receives is full of students who, according to other teachers at the school, are unintelligent and incapable of learning much of the material. Students cannot be expected to learn material when the teachers themselves do not believe in the stude...
Learning about culture, language and fairness. It is important that educators must aware of the differences and similarity of the families and children. “Families communicate their culture’s values, beliefs, rules, and expectations to their children. What is acceptable in one culture may not be acceptable in another” (Edwards, 2010, p. 55).
Throughout the movie, the filmmakers showed a how a family struggle from their daily lives'. One example from the movie is when Linda, Chris's girlfriend and mother of Christopher decided to leave San Francisco and go to New York for a better job. This scene shows how difficult is their situation that Linda would leave her family to look for a better life. Throughout the movie, it also shows how a husband and wife argued because of money issues. Chris and his family live in San Francisco where his son goes to a school where they can't even spell happiness right. In this place they spell happiness to "Happyness" instead of the letter "i". There this one scene when Chris talking to his son's teacher because of how the teacher let's the children's watched a TV show called "Bonanza and Love Boats." By this Chris tried to talk to the teacher because trying it is not appropriate for them to watch TV during their school time. But the teacher argues that it's for history. The lady says it's navy history, but Chris responded by telling her that they are paying them $150 a month. The teacher responded backed by saying that they pay his son's tuition late. Chris is complaining about this, but the lady said with them paying their son's tuition late she is complaining too. Why did Chris's put his son to a school where I think all their students are Asians in the ...