In Ann Duffy and Nancy Mandell’s article, “The Growth of Poverty and Social Inequality: Losing Faith in Social Justice”, they argue that the cause of “Feminization of Poverty” deals with the ideology of gender and discrimination based on race. In the article, there are many statistic b... ... middle of paper ... .... This shows that I am pessimistic. For instance, reading an article before the lecture or tutorial, I only focus on the amount of page left to read and focus on finishing the article would be the first thing in my head. I do not attentively focus on the author’s argument and what he/she wants to tell us.
They teach in one way only, and doesn’t believe in individualized instruction, even though we all know that “low-income students and students of color tend to feel less “connected” to their schools than affluent and Anglo students, and that older students feel less connected than younger ones” (Schaps). As a future educator, sometimes I fear that I will become like one of these teachers, and I want to make sure that each of my students enjoy coming in class to learn, and is able to apply what they’ve learned to their unique lives. So for this inquiry project, I’ve decided to focus on classroom community. I believe that every great teacher establishes this concept in his/her classroom; without this concept, learning cannot happen. In this paper, I will define classroom community, discuss different ways to implement it in every classroom, and show the results of making an effort to keep it in your classroom.
A school environment helps mold children’s friendships and they learn from their instructor’s actions and behavior. Textbooks and certain material also plays a role in influencing gender. Most of the time in school, history is based on the accomplishments of men, and women usually do not play a major role. The schools are usually in approval of this certain stigma of men and women gender roles. There are many ways that teachers reinforce a child’s gender development.
We gave a PowerPoint presentation which included our learning objectives. We then played two videos. The first summarised the background to the crisis and the second was purely designed to stoke an emotional response. The emotional response fascinated me and it was something one of the students picked up on when she stated that she felt very sad. We used visuals to entail that refugees are people like us and the videos gave the conflict a real sense of reality.
It covered not only the main problems in society, but also aspects that we do not think about when thinking about social inequalities. Even though this class was full of information, there are a few topics that I would have liked us to explore and spend some more time on. I would like to learn more about the study of college men and gay pornography, the way we use words and the way they affect us, and the different ways privilege plays out in long term society. I believe these are very important topics and they are something I would like to be more informed
Thus, we can reasonably say that this document, framed as a review of Bebel’s Woman-Past, Present, and Future, is indicative of Eleanor’s intellectual processes. The text of “The Woman Question” is ardent in its defense of economics and women. For Eleanor, the only way to improve the status of women was to tie it to the class movement. “The question is one of economics. The position of women rests, as everything in our complex modern society rests, on an economic basis” (Marx 1886).
Chandler, P. and Waud, C. (2003). Waud's Employment Law: the practical guide for human resource managers, trade union officials’ employers, employees and lawyers, 14th ed., 216-219 Cleveland, J., Stockdale, M. & Murphy, K. (2009) Women and men in organizations: sex and gender issues at work, 159 -164. Crosby, F., Stockdale, M. & Ropp, A. (2007). Sex discrimination in the workplace: multidisciplinary perspectives, 7-15 Daniels, K. and Macdonald, L. (2005).
Through my O&P experience I learned how much a classroom setting can vary. I saw that classrooms vary through how the teachers approach differences among students and that if it is not handled well it can create inter-classroom feuding. However I also saw that in a well-structured class where there is little room to mess around and create these feuds there is respect between the students and the teacher and also respect from student to student. I found out that although this information should not affect the way we treat the students it is important for the teacher to know what percent of his classroom is in poverty, and it can also be helpful for the teacher to see what the demographics are like. Seeing if your class struggles with poverty
This is very tricky. William Glasser’s “having fun” need comes into play here. The lessons have to be fun for the student that participates. On the other hand the student who is disruptive or refuses to participate should be uncomfortable due to his or her “attitude.” The norm should be participation and appropriate behavior. If teachers continue to try different strategies in the classroom and pay attention to the theorist’s research and suggestions, they will find that there are less children falling through the cracks of the educational system.
Another issue society presents when it comes to merit pay comprises of differentiating a “good” teacher from a “bad” teacher. School districts can easily evaluate a teacher’s ability to educate students by the work teachers put into helping students. Student’s reactions to a teacher’s class can also help evaluate teachers. More often than not, students will love a class where the teacher clearly demonstrates lessons, explain procedures, and adds elements of fun. On the other hand, students typically dislike classes where the teacher only comes in for a paycheck.