The Social Context Within A Classroom

Language is very individual, not everyone will think the same, this is the same for children, from the moment we are born we are exposed to the world of language, this isn’t just verbally, we use written language also. Language is something we do in our everyday life’s, it is something we learn from the world we socialise in and in our culture, children will mimic those around them and, learn language themselves by interpreting the world around them. We use language every day to express our thoughts, feelings, create and maintain social relationships. “All language written, spoken and visual-arises from cultural and social contexts and is understood by people in terms of their social and cultural backgrounds” (Campbell, R & Green, D. (2006). pg 2). This is where children in classrooms are influenced by social and culture backgrounds. How children learn in the classroom will depend greatly on their exposures they have had in life, does their culture practice of language and literacy compliment or conflict the practices that is expected at school. There is no right or wrong answer, it is very much expected that not all children will practice at home what is expected at schools, This is why as teachers, we need to be aware that not all children are the same, as we are not, they may use language differently , so “ Teachers are therefore faced with the task of observing children, locating their interests and needs as well as their uses of language” (Campbell, R & Green, D. (2006). Pg 6). Children want to feel they are in an insider regardless of their past learning, all schools should be able to assist children transition into learning at school. When it comes to teaching literacy and language, “All children are from differing language and cultural backgrounds, children with

Research has shown that when teachers create a safe-learning environment, students are less afraid to make mistakes, more opt to ask questions, and feel safer to discuss important matters with their teacher. A comfortable classroom environment maximizes opportunities for student learning and impacts governing student behavior. This can be achieved through morning meeting, positive vs. negative discipline, and getting to know your students. Through my field experiences, I have noticed that when I know each student on a personal level and differentiate their individual needs, I develop a meaningful relationship that creates a sense of trust and a level of rapport that enhances my instruction and learning environment.

Students who feel safe are likely to feel comfortable to express themselves freely without fear of harm, judgment, or ridicule. Consistent routines help to develop the trust and safety necessary for positive outcomes with students. In order for a classroom environment to be safe, consistent, and trustful it is important for a teacher to get to know her students’ individual needs as much as possible. Trust, consistency, and safety greatly impact the functioning of a classroom and its outcomes. In order for any classroom to have positive outcomes, a teacher must prioritize those three components. If all of the components are present then students can make gains in some or all developmental

Language is an integral part of human existence. It is not only a crucial tool in which we use to convey meaning to others, but also a cultural construct passed down from previous generations that helps to define who we are and how we relate to others. Ultimately language defines our relationships with others, the way we use language is shaped by our own socio- cultural background and also that of whoever we may be communicating with. Self awareness of how our own use of language has been shaped by our background and an understanding of what shapes others use of language leads to better communication, understanding and empathy.

An essential tool to create a safe environment for students to learn is classroom management. I hope to create an effective classroom management plan that dissolves barriers that are stopping students from learning. I am highly committed to make my classroom a safe environment where my students are provided with the best opportunity to be challenged and engaged in learning. As a special education teacher, I seek to meet the needs of every student I work with, so they have a sense of belonging in my classroom. I believe belonging will create a classroom atmosphere that will be conducive to student-centered learning in which all students are challenged to be critical thinkers.

Throughout the span of the past few weeks I have traversed the globe, visiting several countries and regions, only to realize that although new methods develop, language as a way of expressing ones self has remained the most effective. Despite this fact, language still has its pitfalls. Neil Postman, in his essay “Defending Against the Indefensible,” outlines seven concepts that can be used to aid a student in better understanding the language as a means of communication. He describes how modern teaching methods leave a student vulnerable to the “prejudices of their elders”, further stating that a good teacher must always be skeptical. He urges teachers of all subjects to break free from traditional teachings as

Using resources and materials that positively promote all aspects of the community, equality and diversity can help to develop the conditions for a learning environment based on respect and trust. This, together with the use of a different methods of teaching, learning and assessment approaches based on learner needs will generate an environment where learning will safely and effectively take place.

In order to implement this into my future class I first need to recognize the variety of individual culture, gender, background, socioeconomic status, learning style, developmental stage and other factors of students, families and colleagues. Establishing that my classroom is a safe zone and a place where differences are celebrated and embraced will help me create an environment where everyone’s diversities are respected.

Language is an extensively complex topic. To effectively engage in a variety of social contexts one must be well versed in both the concept of 'Discourse' (so capitalised because of James Gee's discrimination between 'discourse' as "connected stretches of language that makes sense" and 'Discourse,' as a concept made up of various discourses as described by David Green, 2006, pp. 3 ), and the basic principles and 'codes' (Bernstein, 1960, as cited by Green, 2006) of the Discourse appropriate to each situation one encounters. A deficient working knowledge of the situational discourse leaves you vulnerable as what Green continues on to describe as an 'outsider' and therefore subject to being classified and treated as inferior. It is important to avoid a reflectively tyrannical system occurring within the classroom setting, as it leads to devaluing of individual children's culture and home Discourse through the process of placing them in direct conflict with the institutional school Discourse (Gee, 1990, Michaels 1981, as cited by Green, 2006).

Since the beginning of time man has discovered communication through language to be a vital way to exist in a civilized world. Over the centuries, man has overcome many barriers to find ways to effectively communicate amongst each other through language. Cultural differences, religious beliefs, languages dialects, and societal influences have all contributed to the “common” language used today. “Each has paid, and is paying a different price for this “common” language, in which, as it turns out, they are not saying, and cannot be saying, the same thing.” (Baldwin) In the following essays; “If Black English Isn’t A Language, Then Tell Me What Is?” and “Learning To Read and Write” mirrors the cultural feelings of education and learning dilemmas,

The register of language helps children in their early years to develop the language from a limited use of words, to a casual language (characterized by a 400-800 words vocabulary), and finally to talk with a formal language (standard sentence syntax and word choice of work and school). These aspects of language affect the students that live in poverty because they do not have access to formal register at home. The lack of formal register combined with a lack of vocabulary, the knowledge of sentence structure or adequate syntax affects the student to develop a good score and do well in school. Second, the pattern of discourse helps the student to organize the information. In the formal register, the patterns of discourse help the student to get straight to the point. However, the students that have not access to formal register, educators become frustrated with the tendency of these

Another socio-cultural factor which influences children’s language development is their cultural backgrounds and identity. A child’s cultural identity greatly influences the way they learn and their approach to education. “Teachers should

The context of the classroom is a 6th grade math class. The students are at varying developmental levels from below level to advanced/gifted. The types of learners I have are the auditory, visually, and mostly the bodily/kinesthetic learners. I have students who are from multiple ethnicities such as Hispanic, White, Asian, Middle Eastern, and African American. I also have students with varying exceptionalities.

Providing a safe and secure environment enables students to explore and participate in learning. Students will volunteer answers and ask questions when they feel safe. When students feel safe they are more willing to talk about themselves to others and the teacher. Establish relationships with your students and build a sense of community within your classroom. Students need to get to know each other as well as experience the “human” side of their teacher. This will allow for a safe and trusting classroom environment.

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org © Cambridge University Press 2006 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. Communicative Language Teaching Today is distributed with permission from SEAMEO Regional Language Centre and is part of the Portfolio series by SEAMEO Regional Language Centre which holds the copyright to this material. First