There are different environments within the school setting, all of which can have a huge effect on the children’s ability to, and not to, learn, grow and develop. It is important that all these environments are under constant development so that the children in the school may get the most out of their primary education before they proceed into high school. The school environments can be developed using different strategies which will have different effects on each child in the school. Therefore it is important that one cultural group does not get favoured more than the other. Three of the environments that I have seen in the primary school I have been attending (Berowra Public School – BPS) are: the social-emotional environment, developing positive learning relationships and building positive self esteem (Susan Groundwater-Smith, 2011).
Also known as ‘classroom culture’ (Susan Groundwater-Smith, 2011, p. 108), the social-emotional environment refers to the social-emotional dimension of learning and to acknowledge the shared beliefs, customs, attitudes and expectations of teachers and students in a classroom and it has a direct effect influence on student learning outcomes (Susan Groundwater-Smith, 2011, p. 108). Therefore it sets the foundation to successfully manage the challenges of life as an adult (Development, 2010, p. 85). This is a dynamic environment and the teacher has to take on a range of different roles, such as a substitute mum, nurse, speech therapist, occupational therapist, team coach, psychologist, interior decorator, cleaner, life skills coach, behaviour manager, in order to act as the median through which these different beliefs, customs, attitudes and expectations can be shared and explained. Students also have...
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...e so that children in the class become aware of their own and each other’s assets which they can use as a resource for each other (Susan Groundwater-Smith, 2011, p. 117). Parents also have a responsibility to develop a positive self esteem for their child, things like supporting their primary child with their school work - taking an interest without taking over (Child and Youth Health - Parenting SA, 2010, p. 2).
From research and doing my professional experience I have seen that the discussed learning environments that I saw that were present at BPS are very important for a child’s growth and development. Each environment is dynamic and responses vary for each child, therefore it is important that the teacher is also dynamic with their teaching methods as well as their roles as a teacher so they can bridge the gap for all students allowing learning can be nurtured.
The environment of the classroom is important because is a social place where children have to feel secure so they can become part of the lesson and for the lesson to succeed. The classroom is organized and the students are in their individual desks respectfully listening to the teachers lecture and following along. The students look
Help students increase their perception of control over their environment by showing them how to better manage their own stress levels. Instead of telling students to act differently, take the time to teach them how to act differently. By introducing conflict resolution skills, teaching anger and frustration management, helping student set goals, role-modeling, teaching and exemplifying social skills, as a teacher I can have a huge impact on these children and could help buffer the effects of their habitus, cultural capital, SES, and step in to help stop the cultural reproduction of social inequality in my classroom. Ultimately, I want my students to benefit from the hidden curriculum in my classroom, and I would work hard to ensure that the unwritten, unofficial, and often-unintended lessons, values, and perspectives I expose my children to are beneficial and positive in shaping their
With reference to the secondary curriculum in England, emphasis is placed upon the aims, values and purposes of education. With the implementation of the curriculum, pupils should be given the foundations to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens; regardless of social background, culture, race, gender, differences in ability and disabilities (QCDA, 2010). In doing so, children will become more aware of, and engaged with, their local, national and international communities; and effectively widen their po...
Enthusiasm is evident in all children; children in every culture can be interested, joyful, and motivated to learn. Engagement is also part of all children’s behavioral repertoire; children in every culture can be attentive, persistent, flexible, and self-regulated. But within these essentials, culture still remains a powerful influence on how children’s approaches to learning develop and are expressed in their behavior. Children who grow up in different cultures may vary in how persistent, attentive, or self-regulated they are. Culture influences children’s response to various kinds of learning tasks and experiences, they tend to be more motivated to engage in tasks that are optimally challenging-neither too far above nor too far below their capacities, but this match depends on what is the cultural environment because some that are challenging for others are maybe already routine for others. Culture also influences how children display their approaches to learning. Some cultures value and encourage vivid expressions of emotion; in other cultures, children may be less expressive. When children focus their attention on a learning tasks, culture may influence whether they show this attention in intense gazes or in sidelong glances, and whether children explore the learning material physically or simply watch others demonstrate the activity. Culture influences how they respond to the other circle of influence as they develop positive approaches to learning. Other ethnic minority students, who tend to flourish when teachers combine warm, personal relationships with high expectation. Whatever the culture, language and ethnicity, children will always develop enthusiasm and engagement-perhaps stimulated by the different things and expressed in different ways, but always benefiting
Previously in class we had a lecture about education in our society. This lecture stressed the education gaps between students. These gaps were explained in the lecture by the social background of the children’s families. The article from Calarco also tries to explain these gaps by looking at the cultural background. In this paper she referred to the background differences as the cultural capital of the child. This article was very easy to relate to not only because of my own experiences going through the school system but because of the background knowledge from our class lectures.
It is an educator’s job to embrace and acknowledge the rich diversity all the children collectively bring to the classroom, while understanding that the children do not need to be treated the same because they are not the same as each other, but be respected and accepted for their differences. Inclusion is an essential; plank in the broad platform of social justice and raising achievement is a goal which all educators much hold for their pupils, It is important that early year professionals are aware of all different ways in which society constructs (Neaum 2010) this involves taking account children’s social cultural and linguistic diversity and including learning style, family circumstances, location in curriculum decision making process so all children are recognised and valued (Nutbrown and Clough 2006)
Parents these days seem to over praise their children, seeing that it is their job to building self-esteem. Thus, either influencing a positive or negative impact onto the child. And whatever effect it causes, it defines a child’s self-esteem when he/she is growing up and later
Children need a meet their physical needs ‘nutrition, in order to function a safe environment, he needs to feel loved by their peers and educators, he need to have social interaction with others, he need recognitions acceptance from their teacher and family, feel respected and valued as a child during the early educational years, which this ensure a healthy outcome later in their
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
Research shows that the learning environment encompasses more than just the classroom that learning and teaching takes place. Many factors contribute to a learning environment, including the students, teachers, parents, school staff, policy makers, specialists, support staff, community members and the different learning spaces and resources available. This reflective journal will discuss some ways that teachers can set up the learning environment to maximise teaching and learning and some potential advantages and difficulties for me as a new teacher.
With social and emotional skills, a high-quality learning environment that has high-quality classroom structure and rules, commitment to the academic success of all students and high performance expectations, student learning is optimized. Attitudes towards learning, behaviour in and out of the classroom and academic performance have shown improvement with development from quality social and emotional learning that is supported through parent involvement and integrated throughout the entire curriculum.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
Taylor Lydotta M, the importance of school culture in the advancement f 21st century learning environment:a qualitative study,2011,Morangtown,westVirginia.
During this semester in the course human development and learning, the class has been learning about a range of ways that children develop and learn. This also develops the understanding of the human growth process in terms of different learning styles and what teaching strategies can be used. Learning about a child’s learning in primary school is vital in being able to successfully develop a range of strategies to benefit both student and teachers learning. Communication strategies to support learning, strategies to support inclusive student participation and engagement in learning, and organisation of the classroom and providing directions to learners managing challenging behaviour are all significantly important to uphold in
children to develop socially and emotionally in order to create skills that will prepare them for