Sociological Issues in School - Essay Example

Sociological Issues in School What are the factors that make school effective? The interplay of the different stakeholders -- parents, educators and policy makers -- have been identified as having significant impact on the learning environment of the students. This paper discusses seven sociological issues and how they affect the learning that takes place inside the classrooms. Do teachers like teaching? While the question is stated so simply, the process of answering the question is actually quite complicated. It requires going back to the primary motivation for teaching and whether or not the expectations one has set are satisfied. Individuals are motivated in different ways, and these motivations reflect their preferences of career choices. Social psychologists have categorized two types of motivation, extrinsic and intrinsic. “Teaching has rarely been cited for its abundance of extrinsic rewards,” rather it is the intrinsic rewards that teaching brings which makes stand out as a profession. This remains an issue because although teachers have been highly praised for their dedication and commitment, they have financial obligations and the kind of stress they are dealing with necessitates better benefits and allowances to reward themselves. In a study conducted by Barner (1982), she discovered that although regular and special educators acknowledge support and satisfaction in teaching, they report burnout and maintenance of discipline as the most pressing issues facing teachers. Unless properly addressed, this will meaningfully affect the interactions that teachers have with the students. While majority of those who are drawn to the teaching profession are motivated by their desire to teach, certain concessions must be available, such as compensation, benefits, recognition and a supportive environment. Minimizing the stress due to work will be an advantage to the classroom atmosphere. The teacher can think more creatively and innovatively. S/he will have a greater tolerance for behaviors and proactively seek ways to help the student. Furthermore, the positive attitude that/she brings to the classroom will radiate among the students, as well. It is important that teachers maintain and sustain the drive that initially brought them to the teaching profession, instead of being victims of burn out. Different ways of Learning Despite the years accumulated in the teaching profession, every teacher knows that the new school year still carries new challenges. For one, there are various elements that students bring with them to school, and the interaction of these elements make up their learning styles. “Many educators believe that students have preferred learning styles and that teaching to these preferred learning styles will increase educational success” (Sadker & Zittleman, 2009, p. 37). A typical class consists of a mix of different learners and it is the teacher’s responsibility to plan and structure activities that target multiple learning styles. A student, for instance, who is highly kinesthetic, may not be able to learn optimally through the use of charts and graphs which a visual learner will appreciate greatly. Kinesthetic learners prefer to “learn by doing,” through hands on activities that allow them to be mobile or tactile. In planning lessons therefore, teachers must take serious consideration of these learning styles. Neglecting learning styles will only lead to a decrease in learning outcomes. Not all teachers may have the expertise of employing these learning styles, but it can be learned. Problems arise however, in cases where children with learning disabilities are mainstreamed in regular classes and general education teachers may not be well-equipped to handle these situations. In effect, other students will generally be affected. Building on learning styles in the classroom will ensure optimum learning for each student as they will be tapping on various senses. Furthermore, most classroom management problems can be solved by careful examination of the learning styles of students. The student who cannot stay put in class may be able to yield productive results if he is given an opportunity to work on tasks that require moving around or interacting with classmates. Exceptional, Gifted and Talented Learners Until recently, there has been a dearth in literature for exceptional, gifted and talented learners. Interventions were more focused on helping slower students or those who belong in lower class rank. Psychologists, educators and policy makers, however, have realized this gap and are making major developments in teaching the gifted. There are a number of issues associated with this development as discussed by Hunsaker (2005) in his literature review. First rests on the evaluative measures for the effectiveness and impact of creativity training programs designed to equip teachers with skills to handle students with different learning abilities. The second issue relates to how these programs are delivered. In other schools, creativity programs are sometimes given after school and students are not motivated to attend the sessions. Those who attend, on the other hand, have been found to benefit significantly from the program. Program confidence is the third issue which is associated with evaluative measures. As there are competing programs available in the market, the question becomes: Which programs have good marketing strategies and which ones really remain committed to enriching the learning environment of the gifted? If research is made accessible and can be easily translated into the classrooms, students and teachers have much to benefit from creativity programs. Differentiated learning instructions will allow teachers to deal with the multiple levels of learning abilities in the classroom. “The most accessible sources to teachers concerning these programs are promotional materials or descriptions in the professional literature” (Hunsaker, 2005, p. 6). Scholarly journals however, are the more appropriate literature to identify the best strategies that teachers can tailor-fit depending on the topic and general characteristic of the students. With more evaluative measures and research in place, money and time are spent well on trusted programs rather than those that were created mainly for profit. Professional training and development will be easily linked with application and the outcomes in the classroom. Student Diversity The higher education landscape in the United States since the 1980’s is characterized by racial and ethnic diversity. Research has demonstrated that this brings significant implications in the teaching and learning of the students. Teachers face new challenges in delivering the curriculum and learners also have to learn to accommodate for the differences. This is significant so the classroom remains a safe environment for cooperative and collaborative learning among students, especially those in the higher education setting. Another issue is how to sustain an atmosphere of mutual respect and understanding in the classroom. Does diversity increase or decrease the learning opportunities of the students? Meacham, McClellan, Pearse and Green (2003) sought to answer specifically this question in their study of undergraduate students in a public research university. They wanted to identify the students’ perceived learning outcomes facilitated through a diverse student population in school. The studies yielded remarkable findings. “The students both white and minority perceived three learning outcomes as likely to be facilitated where there are more rather than few minority students in classes: cultural knowledge and awareness, recognizing the complexity of issues, and learning to work with people who are different” (Meacham et al., 2003, p. 1). This clearly indicates that all students, not only the minorities, are benefitting meaningfully from the program. Teachers must then take advantage of this opportunity to further enhance the knowledge in the three leaning outcomes. The role of education is primarily to prepare students for the world outside the walls of the classroom. In a very diverse American society, helping students appreciate diversity further prepares them for a global society. Social Challenges come to School The school can be considered as the town or community center where students interact, parents from various professions are engaged, and there is an opportunity for congregation of concerned citizens coming from different backgrounds. It is not surprising that schools are often the target and location of a cross-fire of ideas from parents who unload their sentiments and emotionally-charged opinions about the state of education and its inclusion policies. While diversity in school has its advantages as previously mentioned, it also carries negative implications for the school. Students are influenced by their parents’ opinions and mirror this in their attitude towards school. There is also an increasing rate of drop-outs in schools due to family problems. Perhaps, one of the root causes as explained by Sadker and Zittleman (2009) is the chaotic method of financing the schools. Addressing social challenges and the effects these issues have in school is perhaps the most challenging for educators. Teachers have little, if any, voice in policy-making especially in terms of financial or budgetary requirements. Notwithstanding this fact, teachers are the front liners and are gravely affected by these problems. Students are becoming aware of the unjust situation of society, especially with regard to minority groups. The quicker these issues are addressed; the better chances for the school to keep students in school. With more financial resources, the facilities of the schools will be more equipped to cater to different students such as those who are physically handicapped. Equipment will also increase achievement rates of students. Better structure and facilities indirectly increases the morale of the students, the teaching staff and the parents in the community. The school should imbibe the spirit of social justice and commitment to excellence. Through this, the community can take pride of the school and its product. In the sense, education remains true to its role as the greatest equalizer. Philosophy of Education According to Sadker and Zittleman (2009) one of the factors that contribute to a successful school is a clear school mission. It is important that every member in school understand the vision and mission of the school because embodied in these statements is the philosophy of education that the school adheres to. Sadker and Zittleman (2009) notes that teachers in less effective schools do not have a unified understanding of the mission. Furthermore, most work on their own without proper consultation or collaboration with other teachers. With the multiple education philosophies espoused by theorists, it is easy to get caught up and confused with theoretical underpinnings and fail significantly in its application. Sadker and Zittleman (2009) differentiate between two types of philosophies: teacher-centered philosophies and student-centered philosophies. Teacher-centered philosophies are more traditional heralding the teacher as the expert with the responsibility of transferring knowledge and skills to the students. The student-centered philosophies are more progressive and is based on the paradigm that teachers and students work together to achieve optimum learning. Experts agree that it is not a matter of choosing the best approach; rather, the key to successful teaching is deciding the best framework to use based on the topic, objectives and learning styles of the students. The best teacher experiment between the two approaches realizing that both address different learning styles and improve learning outcomes depending on the context of learning. There is no single rule of thumb on the philosophy of education that can guarantee student achievement. There has to be clear understanding however, of these philosophies and how they can be applied in the classroom setting. The ability to do so depends also on a logical and complete understanding of the school’s mission and vision, because these are the basic tenets that will guide pedagogy. Student Life in School and At Home A student’s life is primarily shaped by two settings where s/he spends most of his/her time: school and home. The interaction of these two settings is highly observed in school. While the school provides to the best of its ability, a considerable learning environment, the home still makes a strong influence on the receptivity of the student. Home and family life affects the student in terms of motivation to learn; social interactions with peers; and performance and achievement. There is special concern on migrant and minority families who have significant experiences of discrimination and marginalization. This affects not only the student’s performance, but the involvement of the parents in school as well. A study was conducted by Archer-Banks and Behar-Horenstein (2008) on “the factors that influence African-American parents’ involvement in their children’s middle school experiences” (p. 143). Studies in the past have shown that parents of high performing African Americans involve themselves in tutoring the students, monitor students closely and engage in various community activities. Archer-Banks and Behar-Horenstein (2008) demonstrated that socio-economic factors and discrimination from administration and “white parents” were limiting the involvement of African-American parents. Furthermore, parents perceive that African-American students are still receiving different treatments from school authorities, especially in terms of the expectations that the teachers set for these students. Research has demonstrated that parental involvement is positively correlated with student achievement and improved social competence. The study discussed above highlights the role of the school in encouraging parent participation, especially among minority groups. While parents may have the inherent desire to take part in discussions, socio-economic status and low literacy prevents them from participating. If schools can create a less threatening atmosphere through a caring attitude and provision of trainings to enhance their literacy, then perhaps an increase in parent participation will be observed. References Archer-Banks, D.A.M. & Behar-Horenstein, L.S. (2008). African American parental involvement in their children’s middle school experiences. The Journal of Negro Education, 77(2), 143-157. Barner, A. E. (1982). Do teachers like to teach? Pointer, 27(1), 5-7. Hunsaker, S. (2005). Outcomes of creativity training programs. The Gifted Child Quarterly, 49(4), 292-299. Meacham, J., McClellan, M., Pearse, T. & Greene, R. (2003). Student diversity in classes and educational outcomes: student perceptions. College Student Journal, 37(4), 627-643. Sadker, D. M. & Zittleman, K. R. (2009). Teachers, schools, and society: A brief introduction to education. New York, NY: McGraw-Hill. Read More