The Problem Of The Classroom Authority

African Americans are not the only ethnicity group to be singled out with behavior. Racial and ethnic minority students report experiencing low teacher expectations, having less access to educational resources, being placed on lower educational tracks, and being steered toward low-paying employment (Kozol, 1991; Olsen, 2008).This low expectation is causing

For generations African Americans have been disadvantaged in America and effects of these injustices have made a lasting impression. Education is one of the leading problems in the black community. Though there have many reforms in education over the years, racial injustices still exist because no attention in placed on how legislature affects people of color. I was raised in a middle-class family of educators. My entire life I’ve been told to “stay in school, get an education, and work hard so that you can beat the system.” Recognizing the structural forces in my life has helped me understand my place in society. Being able to “understand everyday life, not through personal circumstances but through the broader historical forces that

Thus far the discussions of how race, culture, and socioeconomic status plays a role in education has been a very enlightened one. Up until now I really have never thought about how many things play a part in the education a child receives and how a teacher’s career is also impacted. Like many others I assume, education is something that we all receive and never think about it in great detail. For me going to school each day was just a routine and the end goal was to graduate high school and go onto college, always thinking that it was that easy for all others. Not until now have I discovered that it is not that easy and that there are many obstacles in the way of a good education.

Jean Anyon, author of the article “From Social Class and the Hidden Curriculum of Work”, spent one year observing a fifth-grade class in a socially middle class elementary school. In this year, she was able to determine that the teachers taught the students by textbook based lessons and would ask questions that would verify if a student had done his or her reading assignments before coming to class. The students would then receive grades based on the amount of right answers they had given. Through her observations she saw that teachers did not bring up concepts that could be considered controversial in fear that parents would become angry. Anyon noted that the students learned by being given directions that often required some decision making,

Therefore, teachers’ negative attitudes find also support in “one-size-fits-all” act over ELLs. Orosco and O’Connor (2014) pointed out that teachers have no option when they consider that one direct strategy can accommodate all students including ELLs. ELLs tend to resist to some research-based instructions because they do not embed their lives experiences (Orosco & O’Connor, 2014). However, Costes et al. (2014) claimed that the teachers’ negative beliefs are also implicit in the so-called racial neutrality. Teachers have lower expectations when her students are from African Americans and Latino groups and that increase teachers’ favoritism. Teachers’ beliefs may affect ELLs learning process and even a well-intended teacher delimits ELLs’

It can't be an easy task of taking one kid who is a struggling African-American student and another who is a full understanding Caucasian student, and creating a perfect classroom balance that suits the needs and wants of both students. To be fully honest it sounds as if you are asking teachers to segregate their teaching styles and feelings toward individual students. It may sound as if I am trying to twist the purpose of your article but I must assure you I am not. I and just trying to understand how a teacher can develop certain expectations and standards for students when the educational system has already created the foundation of said standards and

As Jean Anyon states in “From Social Class and the Hidden Curriculum of Work”, cause the different educate level of the family, the difference between the community as well the different teachers all are the biggest influence to make vast differences between each of the same subjects within each school, as well as the relationship between the students and the teachers. Anyon points out that lower income families working with a less skilled job, so their children are taught to get a simple class and go to work as soon as they can. As a teacher who give lesson to those students, they don't really make an effort to make sure that the students understood completely what they were learning and getting the right answer at the time. (167) The middle-class schools consisted of parents with skilled jobs, the students were taught to follow directions with the goal of getting the right answers, and teachers will make sure that the students understood what they were learning, and students were encouraged to speak their minds.

The facts are real and obvious that teachers and students are equal and are the same person no higher the creator of our beings gave us rights and made us equal there's no right for us as humans to take something away they didn't create. To obtain these rights teachers must allow students to be respected but also be treated as teachers are treated no different. When teachers act like they have more power than u as a person even tho god made us equal it makes the students feel like kids so we act like kids. It's now time for the kids

For the white working families’ children to do well in education and perform well, they would have to change. However, changing is somehow risky and even limited. After all, the students may change to defy all odds but they do not have an effect on the policy making process which is for the middle class and the wealthy. At the same time, it would be extremely challenging to go above the perceptions in the society. The middle class and the wealthy also need to change. Change in this case is acceptance of the white working class families as they are and work together to address the problem together. However, this seems to be just an illusion basing on the perceptions the middle class and the wealthy have towards the white working class group.

As teachers, we operate in a world of assumptions about the communities that we work in, the students that we serve, and ourselves. Most of us live in a world where the assumptions remain a hidden subtext in our lives, as something that dictates how we interact with others but yet does not actually come to the surface. Because we are not critically aware of these forces, we assume that this is the way that things are supposed to be, never asking if this is working to oppress other people. Unfortunately, because teachers are not critically aware of the damages that these assumptions, in the form of biases and privilege, can cause to students, they allow a cycle of oppression to continue when do not fit into the ‘perfect student’ ideal. When

As someone who has attended public schools in low-income communities, it is now clear that there is an existence of militaristic approaches to the treatment of students. We are taught that we should be quiet at all times, to stand in line with our hands in our backs, speak when spoken to, and many more practices. By the time we would get to middle school, we knew how to behave and treat our teachers as the rulers of the classrooms and they would have no trouble with us because we had been conditioned to act a certain way. Having this approach prevents students from exploring their creativity or their own freedom. We, low-income individuals, do not think that we are being oppressed by individuals who look like us, but we are. The sense of oppression

He argued that it was the teacher’s perceptions and their expectations of the students that continues to keep the gap wide. This view is a controversial one because of the underlying tone that somehow racism could be causing the gap. However, it has been stated that sometimes teachers form a preconceived notion about their students and that notion ultimately affects how they treat their students, what is expected of their students and how the students begin to perceive themselves. He suggested using the proper amount of “wait time”, proper feedback, and mirroring the “Great Expectations” initiative for implementing a teaching approach that black students will excel under (Ferguson,

Teachers must have a full understanding of their student’s cultural and socioeconomic backgrounds in order to become socially conscious of the power relations among their students. In order for teachers to learn to lose their own biases, I will host after school teacher trainings where I will facilitate discussions about race and class. This is important because according to author Gilda Ochoa, if teachers hold on to cultural assumptions they run the risk of sending racialized messages to their students, who then internalize them (Ochoa 165). In her book, Academic Profiling, she provides examples of how students pick up on such messages. For instance April Lee, reveals how she is aware of her teachers’ expectations of Asian Americans when she states, “When a teacher looks at you and your face, [they think,] “oh, you’re Asian.” She must be really smart, or she must be really good at math” (Ochoa 165). These stereotyped messages or “ideological assaults” often translate into the differential ways teachers treat their students and is known to create resentment in the students treated inferiorly (Ochoa 172). Clearly, in order for

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

The primacy/recency effect is a powerful tool that frames how a teacher should make the most out of their time by offering knowledge in a way that uses primetimes and downtimes. There are ideal times to present content during a lesson. I will avoid wasting time for classroom management tasks like, taking attendance or collecting absence notes. After engaging my students, it is important to offer new material while the students are ready. I will avoid asking the students if they know anything about the new topic. The assumption is that most students do not know the content and because this is the time of greatest retention, anything that is said, including incorrect information, is likely to be remembered. Moreover, it is important to be aware