You use the guidance approach in your pre-K classroom. Imagine a parent comes to you regarding an issue between their child and another child. The parent wants to know how you are punishing the other child so the issue does not happen again. How do you respond to the parent?
The focus on skill development rather than on negative behaviors lies at the core of the guidance approach, and this theoretical principle would inform my response to the parent regarding my reaction to conflicts involving this person’s child. When communicating with this person, I would emphasize the role of pre-K students’ stages of psychosocial development and insufficient experiences in conflict management to explain my selection of intervention methods (Gartrell, 2014).
Depending on the circumstances of the conflict in question, I would stress the fact that the student that allegedly offended this person’s child is still in the process of internalizing and experimenting with social norms and the various forms of peer interaction (Lawrence & Hinds, 2016). This discussion would support me in paving the way for justifying the shift from more “traditional” but ineffective approaches to discipline, such as even the slightest forms of corporal punishment, to teaching the basics of conflict management to pupils. In particular, I would make it clear to the parent that there can be no physical punishment from my side, even if the other child is largely responsible for the conflict.
Next, in my response regarding punishments, I should rely only on the established facts and offer my impartial analysis of the situation to the parent. As an example, in case of a quarrel reported to me by another teacher or one of the affected sides, it would be essential to follow the argument analysis procedures of the guidance approach and refrain from taking sides (Gartrell, 2014). If the side that initiated the conflict is known, it is critical to communicate this information to the parent even if it turns out that it is this person’s child who should be disciplined. Having checked the provided facts, I would share my conclusions about the required communication strategy.
Finally, I would provide a detailed description of the planned skill development strategies required to prevent further conflicts. In the majority of cases, aside from exceptional circumstances, such as bodily injuries, the intervention would be based on restorative (for instance, focused communication to model expected behaviors) rather than retributive justice principles (Lawrence & Hinds, 2016). As opposed to shaming the conflict initiator in front of the group, I would conduct a one-on-one conversation to model the application of the relevant skills and strategies (for example, sharing toys, taking turns when playing games, developing motor skills to avoid harming others unintentionally, etc.) to prevent unwanted behaviors (Feeney & Freeman, 2014). Additionally, I would mention my decision regarding reporting the incident to the initiator’s parents/caregivers.
Conflicts will undoubtedly happen within a classroom, and students need to learn how to solve some of these issues independently. What is the teacher’s role in conflict resolution? At what point does a teacher intervene?
Despite their potential negative influences on the emotional climate, classroom conflicts are inevitable and can even facilitate the acquisition of social norms. The teacher’s role in resolving them includes protecting the conflicting sides’ safety (Feeney & Freeman, 2014). Concerning safety, having noticed the first signs of incompatible interests, the teacher is anticipated to monitor the situation and conclude on the threats of its escalation, thus enabling children to resolve the problem without help and physical aggression if they possess enough skills to do so (Gartrell, 2014). In this sense, the teacher fulfills the functions of an outside observer who makes sure that the conflict remains constructive and non-violent.
Another dimension of the professional’s role involves maximizing the involved parties’ productive takeaways from interpersonal conflicts during classroom activities. In this work, the teacher is expected to find and maintain the right balance between firmness and friendliness and demonstrate positive consistency when selecting the right interventions (Gartrell, 2014). As per the guidance approach, the practitioner acts with predictability and sets clear limits to make children know what to expect in certain situations. It helps students to draw links between certain unwanted behaviors (for instance, swearing, hitting others, etc.) and their consequences and reduce the willingness to create and exacerbate conflicts in the future.
The right moment for the professional’s interventions is another critical question. The teacher is supposed to have enough experiences in predicting the outcomes of interpersonal conflicts and consider different types of information, including children’s psychological traits, the cause, and the situation, to make the best decision. Most importantly, it is essential to intervene in the conflict when there are any threats to children’s safety (Gartrell, 2014).
It is also beneficial to consider children’s unique personality characteristics and responses to stress when determining the best moment for interventions. As per Frank Kulle’s teaching philosophy, overprotection does not actually benefit students, and children should be given an opportunity to experience the consequences of their mistakes (Rogers, 2014). Therefore, intervening at the early stages of conflict situations might be relevant if the teacher knows that the participants are particularly sensitive to stress or have medical conditions affecting their responses to others’ emotions.
Aside from the aforementioned situational factors, there are certain behaviors that point to the need for the teacher’s help in most of the cases. The signs of children’s attempts to control their peers’ actions or make decisions on behalf of someone else are among the key examples that teachers may encounter (Gartrell, 2014). If students demonstrate bossiness, it is the teacher’s role to intervene by shifting the conflicting sides’ attention to less competitive activities or explaining the principle of fairness to make sure that all children have equal opportunities to participate in games and decision-making.
References
Feeney, S., & Freeman, N. K. (2014). Reporting classroom behavior: Balancing responsibilities to children and families. YC Young Children, 100-104.
Gartrell, D. (2014). A guidance approach for the encouraging classroom (6th ed.). Cengage Learning.
Lawrence, E., & Hinds, T. (2016). From punish and discipline to repair and restore. Principal, 20-23.
Rogers, J. (2014). Classroom management lessons from Frank Kulle. Independent School, 12-14.
Thoroughly established and developed classroom routines help the teacher organize the work of the students better and foster positive relationships between them and their desire to study. It is the teacher’s responsibility to help the students transfer to the working mode at the beginning of the class and feel more relaxed during the breaks (Kelly, 2019). The most crucial routines for the teacher to establish are the practices for students entering the class and during transitions.
The most common mistake many teachers make concerns shouting at students if they cannot transfer to the working mode straightaway at the beginning of the day or after a break. This strategy is wrong because it makes the teacher lose authority in front of the class (Plevin, n.d.). Instead, it is better to give students some time to shift to the studying mode. In order to do that, the teacher can give a short warm-up task that may vary depending on the lesson (Kelly, 2019). It should not be difficult – either a mathematical task to solve, a location or animal to identify, or a question to answer in writing or orally.
Transitional routines are important so that children are able to quickly move from one activity to another. In order to get the kids focused during the class, some teachers advise using different songs for different activities (One FAB Teacher, n.d.). It will not only help the teacher indicate that it is time for the students to do something else but also enables the children to relax and finish their activities until the song ends. The teachers may either choose the sounds on their own or let the kids do it, and this option will help in creating an emotional bond between the teacher and the students.
It is hard to disagree that, with the development of technologies and extended access to the Internet and information resources, all spheres of life also started changing and adapting to new opportunities. Education is not an exception, and new forms of learning gradually began to replace classroom-based ones. Though older forms of classroom-based learning are time-tested and proven to be effective, an increasing number of advantages of online education do not remain unnoticed and assure more and more people change their perception of studies. As for the sphere of business, the rise of innovative ways of learning leads to new forms of educational strategies that may be more cost-effective for companies and organizations. Therefore, the purpose of this business report is to discuss the advantages and disadvantages of both new and older forms of learning and decide whether the last ones are still appropriate.
Methodology
Secondary data analysis was used as a specific method for writing this report, so it is based on a literature survey and research of the author. A number of trustworthy and relevant articles and web pages were analyzed, and necessary information suggesting or proving the main points of the paper was gathered. What is more, to support some of the report’s statements, a particular business case related to newer and older learning strategies was used.
Results and Discussions
After thoroughly analyzing and structuring the information, it became possible to come to certain conclusions regarding the appropriateness of older forms of classroom-based learning for businesses. According to Busteed (2020, para. 1), “corporate education and training will never return to the in-person classroom,” and “any education and training that can be done online will be done online”. This particular statement may be considered the fundamental idea and result of this business report. Nevertheless, to ensure that the analysis of the classroom-based learning appropriateness, as well as the effectiveness of online learning, it is required to study the benefits and shortcomings of these approaches.
Cost-Effective Learning Strategies
It is hard to disagree that while companies and organizations are interested in enhancing their employees’ skills and knowledge, it is also essential for them to reduce expenses without affecting training quality. Given the rise of innovative learning methods and technologies, new learning strategies may be more cost-effective for a business (O’Donnell, 2018). At the same time, they appear to be efficient and engaging, which means that traditional classroom training may be replaced.
Move Training Online
The first strategy to observe is moving employee learning online. Training assessments, materials, and activities should become available to a vast number of workers worldwide and preferably at any time (Tham, 2019). Online course presentations require lower costs and less time and effort (Andriotis, 2017). Besides, it provides an opportunity for microlearning, and employees may get engaged in it in such a way that is more relevant to their development needs, jobs, and existing skills levels.
Leverage Resources Outside and Inside the Business
Instead of spending money on outsourced expertise and skills, it is better to create internal experts and trainers. For example, successful and knowledgeable workers who obtain years of knowledge, international experience, and specialist skills may be used to train other employees. This will both improve the training experience of future workers and save on external fees.
Classroom-Based Learning
Classroom-based learning strategies are the most common and old ones, and companies and organizations also apply them to enhance their employees’ skills and knowledge. Despite the increase in and development of technologies, as well the possibility of business training schools to adopt innovative ways of teaching, classroom-based learning is still used (Sadeghi, 2019). However, given the current COVID-19 situation and several other crucial facts, it is now more important than ever to assess whether such a learning type is still appropriate. Studying its advantages and disadvantages may assist in solving this question.
Advantages
To begin with, a vast number of benefits of traditional classroom training that provide extra value and efficiency to any training experience were identified. First of all, the design of classroom-based learning is explicitly aimed at engaging the learners and keeping them concentrated on the curriculum with minimum distractions (Sadeghi, 2019). Taking into account that employees are usually tired or thinking about their business duties, classroom training is the best option to make them pay more attention to their studies without their coworkers or working emails distracting them.
Next, traditional classroom training provides an increased possibility for group interaction, which is also critical for adult learners. For example, if a worker is attending supervisory or human resources training, he or she has a chance to exchange some essential lessons, stories, and insights with other like-professionals. Such interaction enhances learners’ gained skills and experience (Sadeghi, 2019). Given the necessity of obtaining such practice, including general interpersonal skills, this is a great advantage of classroom-based learning.
Finally, traditional learning approaches are characterized by an increased number of human elements involved. According to Tyng et al. (2017), adult learners typically use their emotions to retain and gain the necessary knowledge, skills, and information. However, e-learning or online lectures may cause the learners to miss some crucial human behaviors that can awaken emotions connected to learning. Practically, these are the main advantages, and decades ago, when technologies were not advanced enough, these benefits were rather convincing. Nevertheless, current possibilities allow to keep students engaged, emotionally involved, and able to have group interactions even during other types of training.
Disadvantages
The disadvantages of such type of learning may be considered serious and impressive, especially considering the current global pandemic and lockdowns. To begin with, learners have to spend time on the road, which can lead to early work leaving for an extended period. For example, Mohammed wanted to start attending a new CIPD Course based at Loughborough college and would have to leave work early every Tuesday for a month. Such changes and the tiresome road may have an adverse impact on employees’ productivity both at the workplace and in studies.
Second, traditional classroom training is characterized by an increase in companies’ and organizations’ spending. This is a major disadvantage that may lead to a decreased number of employees obtaining training. For example, O’Donnel (2018, para. 1) notices that “almost one-third (31%) of employees were offered no formal training in 2016; 43% who received training found it to be ineffective”. These facts may be the result of expenses needed for providing classroom-based learning. According to Busteed (2020, para. 2), “the expense and time of bringing together groups of employees for in-person training are exorbitant in comparison to high-quality online versions”. What is more, chief learning and human resource officers believe that “the risk liability of group training events and, frankly, the poor quality and unmeasurable outcomes of in-person corporate training have always been complaints” (Busteed, 2020, para. 2). These disadvantages seem convincing and are difficult to be eliminated.
Evaluation of Its Appropriateness
The negative and positive features of classroom-based learning mentioned above make it possible to suggest that it is better and more beneficial for businesses not to return to face-to-face education after the pandemic is over. Researchers note that traditional classroom training is not enough for today’s employees since it is “not be the best way to educate groups” (O’Donnell, 2018, para. 3). It is not a proper way to teach adults who work and need to get information quicker and in a more practical way (Stewart and Rigg, 2011). Hence, classroom-based learning for businesses should and is likely to be left behind.
Conclusion
To draw a conclusion, it is possible to state that innovative types of learning become more and more accepted and beneficial. They are proven to be efficient and cost-effective and provide employees with necessary and quality skills and knowledge. As for the appropriateness of traditional classroom training, it is possible to suggest that it is not as beneficial as it used to be decades ago. Therefore, businesses are unlikely and not recommended to return to it after the COVID-19 situation is over.
Sadeghi, M. (2019) ‘A shift from classroom to distance learning: advantages and limitations’, International Journal of Research in English Education, 4(1), pp. 80-88.
Stewart, J. and Rigg, C. (2011) Learning and talent development. London: Chartered Institute of Personnel and Development.
The classroom environment can prove to be extremely difficult to manage without the application of situation specific and clear cut methodologies. This is mainly due to the fact that all of the students present in any particular class tend to have very diverse background and seemingly incomprehensible approach to issues. For this reason, it is a paramount necessity that certain measures should be put in place to ensure the flow of events. These measures are referred to as classroom routines.
Classroom routines and their appropriateness
The identified classroom routines have various points of importance attached to them. The very first routine for the student is the arrangement of the materials before starting any other activity. The student puts every item in its right place to ensure ease of retrieval in case of need. This ensures that the student does not waste time changing from one activity to the other. The students also understand the classroom program and know how the activities of the day are planned. Therefore, they arrange their learning materials in the order in which they would be needed. This ensures that there is limited handling of the learning materials, minimizing the unnecessary noise that would otherwise come from the learning materials. This not only helps the student switch from one lesson to another with ease and speed, but also ensures that the student gets psychologically prepared for the lesson hence increasing chances of success. Colvin and Lazar (1997) have stressed the need for having operational classroom routines since the routines completely coordinate the smooth running of every situation.
Benchmarking and lesson theme setting routines have similar importance. Both of these routines are concerned with the formulation and the achievement of a goal. Their major importance lies in the fact that they play a lead role in establishing a sense of direction among the students. They not only assure the students that they are going somewhere but that they are also doing something, a necessity without which the student will consequently lack the vigor to put more effort leading to a diminished reading morale. The students should always handle benchmarking and lesson theme set as one.
During the lessons, another important routine is attentiveness of the student to the teacher’s instructions and explanations. It is not enough that a student arranges his or her learning materials properly before the beginning of the lesson. It is also very necessary that the student stays attentive throughout the lesson, always paying attention to the instructions and explanations of the teacher. The student should avoid any situation which would distract his or her attention. The student should keep an eye contact with the teacher to help him or her capture some non-verbal cue that could come in the form of facial expression or other body movements. The student should also raise question in the process, in case the student does not understand one of the points that are being expressed. This should be done procedurally, possibly by raising the hand to capture the attention of the teacher. Once given the opportunity, the student should articulately pose the question in a straight forward way, always maintaining clarity.
An assignment makes up the principal technique through which one can be able to gauge a students’ performance. However, most students place little or no concern when it comes to completing and handing in of assignments. The student should ensure that he or she plans his or her programs in a way that would ensure that all the assignments given by the teacher are appropriately responded to within the right time frame. Students should avoid scenarios where they wait for the allotted time to expire before they start answering the questions. Answering the questions in a rush would result in a messy work that would not meet the criteria set
Group discussions are an effective way of encouraging the students to brainstorm each other. However, the chances of most students taking advantage of group sessions are quite high. It thus would be appropriate to implement and maintain group discussion routines with clear and concise procedures detailing the process that ought to be followed when engaging in group discussions. Each group should have appropriate number of student to ensure that all of the members participate actively in all the sessions.
Conclusion
A classroom routine denotes a course of action that takes place in the classroom. These routines are fundamental in ensuring that all the students are actively participating in class sessions as well as completing and submitting their homework on time. Lack of these routines would lead to unruly and entirely unmanageable students.
Reference
Colvin, G., & Lazar, M. (1997). The effective elementary classroom. Longmont, CO: Sopris West.
In his article “One Size Does Not Fit All” (1999), Chester Finn suggests the idea of smaller class size as automatically beneficial is little more than a passing fad. He supports his idea with a number of observations:
There is little research supporting the idea that smaller classes – children learn more.
Class sizes have been shrinking for decades with no clear benefit.
STAR research illustrates the benefits of smaller class sizes in kindergarten, but results do not transfer into the higher grades:
There is precedent for disbelief of state claims regarding how best to reform schools.
Every school has its own unique characteristics, meaning there is no single cure that will address every school’s needs.
Reducing class sizes led to quality teachers leaving inner-city schools for the suburbs, leading to severe reductions in learning in the cities.
Zavala Elementary School in Austin customized dictates to reduce class sizes by reducing sizes in early grades and leaving higher grades alone, showing a significant increase in proficiency scores within a few years.
In making his case, Finn acknowledges some of the reasons why smaller class sizes might be desired:
The late 1990s saw fiscal overhead that would naturally be ear-marked toward the nation’s ‘number one domestic issue’ – education reform.
There is a widespread assumption that fewer students will equate better education.
Reducing class sizes can be universally applied with less expense than charter schools, vouchers, or other ideas.
The author does provide some suggestions for solutions:
Allow school districts to make their own changes based on their own unique needs.
Base changes on what research supports rather than approaching a blanket approach.
Daniel de Vise also indicates in his article “Smaller Class Sizes Come in Small Steps” (2008) that smaller hasn’t necessarily meant better education for the nation’s students. To illustrate his point, he takes a closer look at a study conducted in the Montgomery County schools during the 2000s.
The facts of the study include:
$139 million was dedicated to reducing class sizes in 2000.
Classroom sizes were reduced to 15 students in kindergarten classes and 17 students in 1st and 2nd grades while class maximums in other grades were reduced to 28.
Other class types were reduced as well, such as multiple grade classes and special needs classes.
Results of the study revealed:
The costs of reducing class size are very high, adding $28 million/year to the budget.
Average class size in elementary school has been reduced by approximately one student.
There have been improvements in student proficiency in first grade and minority students.
Parent complaints have been reduced.
Examining the results, de Vise notes:
“The impact of class-size reduction is most obvious when comparing the 62 disadvantaged ‘focus’ schools to the rest of the county.”
Class sizes have not been reduced significantly in the middle schools or high schools, but the funding is not present to extend the program.
In this study, the author illustrates the major failing point of reducing class sizes – the expense exceeds the available resources.
He also reinforces one of the claims made by Finn, which is that there remains insufficient research to indicate that smaller class sizes will translate to higher grades for upper-level students.
Works Cited
de Vise, Daniel. “Smaller Class Sizes Come in Small Steps.” Washington Post. (2008). Web.
Finn, Chester E. Jr. “One Size Does Not Fit All.” Teacher Magazine. Thomas Fordham Institute, (1999). 2008. Web.
Montessori is an institution based on theories that focus mainly on how to educate and train children to make them compatible with the daily routine. These theories have been suggested by an Italian coach by the name of Maria Montessori. It emphasizes the importance of a child’s adapting to the environment and the role of physical activity in learning practical talent and concepts. However, there are a few pros and cons when it comes to the Montessori learning method. They are as described below.
Montessori is the best example of hands-on learning theory. It encourages children to learn several skills, observation, and both practical through several actions and methods. These methods prompt a child to utilize five senses, intelligence, observation skills, etc. (Lisa, 2006)
All the activities are manipulated in such a way that they pinpoint a child’s skills and basic perceptions. All the activity materials are designed in such a way that they make a child used to the basic concepts of mathematics. Techniques taught by the Montessori Method (Sullenly, 2008) tell about the “Pink Tower” that comprises of several blocks all of the different sizes varying from big to small. Another example is the “Knobbed Cylinder”. This activity offers the children to use their sensorial skills but also assists them in learning how to hold a pencil and the grades of cylinders introduce the children to the different rules and dimensions of arithmetic. Keeping in view the activities and observation skills of children, teachers have personally designed a few items of knowledge and information. They mainly focus on the enhancement of storytelling abilities and the recognition of alphabets. This introduces children to the language area. Science materials also play an important role. Scent and taste activities also prove to be interesting and children learn a lot about how to distinguish between the different tastes and scents around them. The practical life activities must also be included in the Montessori course. These include the cleaning activities such as sweeping, sponging, dusting, etc. These are brought into practice in case there is a mishap or accident. In this case, the children are held responsible for their activities and are required to clean the mess created by them. By conducting this activity, children learn to conduct their activities with more care and a sense of liability. The children are introduced to everyday use products such as glass and wood rather than plastic. This gives them a much real sense of the world around them. Children are taught to fold small rugs by joining the four corners. This practice allows them to learn how to coordinate things and carry out different activities in the perfect manner (Sally, 2004).
Children are given full attention in Montessori. Due to this, they are more motivated, active, and always ready to try new things. This can be very fruitful in some cases while in some this can prove to be a con. Children get used to full-time attention; this is not always present when they move towards a higher level. Teachers at a higher level expect children to work on their own and sit quietly throughout the session. This stops the children from using their skills and creativity. They get subjected to more theoretical work rather than innovative stuff. This conflict of scenario normally retards their mental and physical abilities. Since Montessori is a child-centered approach, less motivated children tend to lag behind their peers in fields of learning (Lisa, 2006).
Children learn best through play whereas Montessori does not always offer a chance for dramatic plays- for example playing house, teacher, doctor, firefighter, etc. These plays allow children to practice their speech and problem-solving skills which prove to be very helpful in everyday lives (The Montessori Foundation, 2006). Montessori education usually makes children dependant on the teachers and they often lose confidence in themselves, relying on the teacher for every small detail. Montessori schools are said to be too rigid. Normally they do not allow children to use their creative potential skills. Outdoor activities are not offered to the children and they are mostly confined to the indoor environment. The indoor environment can prove to be very monotonous to the kids and they can become dull, their creativity skills get retarded and rust with the same boring routine. This can be even more appalling for children who are there for an extended period. Children need to go out and explore so that they can learn on their own. This gives them a sense of independence and authority over themselves. This activity often lacks in Montessori and is not often included in the curriculum (Lawrence, 2007).
There are pros and cons to every existing system and the same goes for Montessori education. There are several pros and cons too. However, the rate of cons to pros is less. The different Montessori’s must realize the importance of outdoor activities so that the children can learn more about the practical life.
References
Beacham. S. 2004. Digital Scrapbook. Thomas Course Technology.
Boston. L. 2006. Sing! Play! Create! : Hands-on learning for 3-7 years old. New York: Ideal Publications.
Siegel. M. L. 2007. Nolo’s IEP Guide: Learning Disabilities. Nolo Publications.
Sex separation is becoming a common practice in most learning institutions globally. The practice is widespread generally in high schools as compared to primary schools.
Indeed, separation of boys and girls is considered vital especially among teenagers since it holds the capacity of fostering moral values, sanity, and development of basic human principles.
It also eradicates the occurrence of sexual cases among students that have been increasing in various settings. The concept has presented immense benefits to teachers, students, and parents.
At the outset, it has enabled every stakeholder in the education sector to understand his or her role in promoting delivery of quality education. Likewise, it has fostered discipline and instillation of proper ways of living among individuals of diverse sexes.
The practice has also been contributing in reducing teenage pregnancies that has been at a record high of 46% in US (Woolston, 2012, p. 1). Most studies report high level of pregnancy among teenagers especially in mixed schools as compared to those who are separated.
The studies also indicate that girls are more vulnerable and prone to getting premature pregnancies and other chronic diseases if they are exposed to boys. The findings show that boys and girls especially in high schools cannot stay and study effectively since they are sexually active at the stage.
Their studies normally get disturbed since boys always seek to make advances to girls. Girls too are always impatient at this stage given that it remains the appropriate stage when, they tend to discover themselves including their potentials (Larsson & Svedin, 2002, p. 263).
Proponents of sex segregation hold that the practice should be considered as a matter of principle and not a discriminatory practice. Stakeholders in the education, sector should view it holistically and weigh its benefits that are immense (Gurian, 2011, p. 23).
They should consider it as a performance strategy since boys and girls have different styles of learning. This paper gives comprehensive and insightful discussion about separation of boys and girls in classrooms.
Necessity of gender separation in the classroom
As noted by Cole (2006, p. 102), single sex schools are being established at a rapid rate to cater for the rising need for students’ separation. Their rising development is due to the high demand for the schools, as most parents prefer enrolling their children to such institutions.
This is evident as depicted in the statistics from the US education sector that indicate an increase of single sex schools in most states (Gurian, 2011, p. 23).. The increase stands at 64% up from 57% in the year 2012.
The statistics also indicate that higher enrolment has been recorded in schools that provide single sex services. The schools remain attractive to most individuals including students who prefer them to mixed schools (Arum, Beattie & In Ford, 2011, p. 2).
Currently, single sex schools holds more than 80% of the students as compared to mixed schools that account for only 20% of the total students. These figures are replicated in most nations in the world including Australia and UK.
Notably, most single sex schools are high school level institutions that offer o-level certification. Students who are at the age group of between 13 to 18 years who require proper guidance and monitoring attend the schools.
The institutions best suits them and their needs considering the stage of life that they are in at the age group. Most education stakeholders affirm that gender separation is necessary especially in high schools (Paechter, 2007, p. 5).
This is because of its relevance in boosting discipline and sanity in schools. Cole (2006, p. 106) stated that separation of boys and girls should not be a mater of discussion due to its benefits.
He attributed the practice to better performance for students, a remedy to inferiority feelings and a contributor to talent identification (Thorne, 1997, p. 9). In particular, gender separation promotes performance of students in diverse fields of operation.
Firstly, the practice ensures that diversionary issues that normally occur when boys and girls are together do not occur (Larsson & Svedin, 2002, p. 263). It ensures that students operate in a favorable environment where feelings or individuals of the opposite sex do not bother them.
Secondly, it enables students to learn comfortably and focus on their education holistically. This is apparent since individuals of diverse sexes have their own styles of doing things (Rivers & Barnett, 2011, p. 36).
For instance, boys have their own ways of learning that entails faster internalization of issues as compared to girls who learn at a lower pace. The learning styles differ greatly hence feelings of incapacity may come up and affect some individuals especially girls.
According to various empirical studies, girls do perform better, when they operate on their own and in favorable environments in comparison to when they are mixed with boys. Consequently, gender separation is imperative since it assists in averting feelings of inferiority among girls and boys.
Girls normally suffer from inferiority complexities when they are near boys. The inferiority feelings come definitely, since boys are known to be good academically and they are fast learners (Rusby, 2005, p. 69).
Their capability in tackling more demanding subjects such as mathematics make girls to feel inferior hence lose focus. However, if they are separated from boys their performance tends to look up. Most boys and girls who are in high schools have affirmed this aspect.
They indicate that they prefer sex separation in schools due to its relevance especially in the contemporary society where cases of girl child abuse are in the increase. They note that gender separation enables them to execute their duties and obligations with minimal interference.
They also indicate that gender separation enables them to be more focused in life and identify what they want without influence from other sexes. Likewise, the students indicate that separation of students is one major way of restoring discipline and order in schools (Strasser, 2002, p. 59).
Despite the nobleness of the practice, its critics read malice and mischief in its objects. The critics state that the strategy is a clear way of denying teenagers the right to mingle, share experiences and be creative.
They hold that the practice reinforces harmful stereotypes especially about boys and girls that detriments social cohesion. The critics hold that there is nothing wrong when students are not separated in learning institutions.
Gender friendly schools enable them to know, understand each other, and build strong bond that is necessary for social cohesion. The critics also hold that sex segregation concept is not based on fundamental aspects, but sheer fallacies.
They reason that variances in performance cannot be attributable to sex mixture (Spielhagen, 2013, p. 42). This is because female and male personalities have their own ways of understanding including execution of various activities.
Particularly, the critic’s state that sex mixture is the best strategy to encourage others to perform well. It brings a healthy competition among students that is good for academic and social advancement (Martin, 2006, p. 6).
Similarly, critics of the concept assert that it is based on misconstrued conception and not scientific finding.
No scientific proof has been provided that justifies the fact that gender combination enhances or is a major cause of pregnancy among teenagers. In fact, teenage pregnancies occur mostly when students are not in schools.
The right age for the separation of the sexes in the primary or high schools
There are various schools of thought on the issues that appertain to the age limit that is recommended for separation of sexes.
Some individuals think that age is not an issue and should not be a consideration while, others think that the practice should start when boys and girls are at their teens (Wootan, 2010, p. 59).
Those who subscribe to the idea that separation of sexes should not be pegged on age limits, hold that boys and girls should be nurtured separately from their childhood.
They indicate that the practice should start from primary schools to enable them inculcate strong male and female character traits. Individuals who are nurtured separately from childhood grow with noble characters that define them and their gender very well (Berman, 2009, p. 9).
Boys who are nurtured in a male dominated environment grow with quality principles and character traits of male gender. They become strong, decisive, competitive, and aggressive.
Likewise, girls who grow up in an environment dominated by women becomes rich in female related potentials that include being hospitable, kind, loving, caring and understanding (Stoll, 2013, p. 46). However, those who are against the idea hold that students should not be separated at tender ages.
They should be allowed to mingle and play around with others. This is essential in enabling them to be friendly and recognize the existence of persons of the opposite sex in the environment. Ideally, separation of sexes should occur when children are at their teens.
This should happen normally when they are in high schools. The categorical age or minimum age that should inform separation is eleven to fourteen years. This age limit is appropriate for sex separation as opposed to tender ages for various reasons (Gray, Nasta & Griffin, 2000, p. 4).
Firstly, separation of sexes is prudent when students are at their early teens to avoid cases of intimacy and early sexual encounters. This is a crucial reason that informs separation in most settings globally.
Parents and teachers are always keen to separate boys and girls since they are likely to engage in unbecoming activities early in life. The stage is very crucial in their life cycle given that they tend to discover themselves. It also remains the period when their sexual activeness start.
Hence, they may be tempted to get involved in activities that are not enhancing value to their lives especially for girls who may become pregnant at the stage. This may jeopardize their learning and education in general as evident in most settings.
Girls at this age bracket should be handled with care as compared to boys (McInerney & Liem, 2008, p. 53).
They should be exposed to a lot of teachings on how they relate with boys at the stage, how they should manage their menstrual periods and how they should make decisions pertaining to social issues. For these teachings to be effective girls, should be separated from boys.
They should be taught separately at places where they do not feel embarrassed at all.
The second reason why separation at this age is important is that it helps in eradicating inferiority feelings especially by girls based on academic performance. Girls are known for being inferior in various aspects as compared to boys.
Their inferiority nature makes them vulnerable and less productive when they are mixed with boys (McKinley, 2010, p. 4). Therefore, sex separation gives them the opportunity to develop as strong individuals who are brave to encounter various challenges in life.
Studies show that girls who are learning in their own environment perform better that those in mixed schools. The exemplary performance is attributable to low levels of distraction and feelings of inferiority or unfair competition.
Most scholars hold that if you want to identify your potentials and compete effectively, be in a favorable environment. This is essential since environmental factors are major elements that influence individual’s productivity (Gordon 2010, p. 6).
In US, most learning institutions are developing modalities of ensuring that learning environment is made more conducive and encouraging for students.
They are keen on promoting performance of students and make them competitive including enabling them to identify their talents (Hill & Robertson, 2009, p. 177).
The institutions embrace separation as one of the strategies to facilitate sex orientation and inculcation of noble ideals among boys and girls when they are still young.
Separation is meant to enable them become more forecast and determined in their activities.
Physical and psychological differences between boys and girls with the curriculum
Indeed, sex segregation is informed by physical and psychological differences between boys and girls. Boys are known to be physically active in most cases as compared to girls. They are very impatient, aggressive in diverse aspects, and they always seek to know new things.
Their ability and first learning capacity makes them more superior to girls who are considered perfectionists who execute diverse activities systematically and with caution (Unterhalter & Aikman, 2007, p. 36).
Girls are not physical in nature; they are soft spoken and cautious beings who expect high level of protection. They like doing less demanding jobs and activities that requires limited involvement physically.
For instance, physical nature of boys enables them to engage in certain sporting activities that are considered unsafe such as rugby as compared to girls (Unterhalter & Aikman, 2007, p. 37).
Statistics from education department in US and other nations indicate that boys are normally good performers in complex subjects as compared to girls.
Learning pace of boys especially on these subjects is also high compared to girls. This is why their separation is good especially for girls with an aim of fostering their learning under favorable conditions without any pressure.
Consequently, differences in psychological and social needs of boys and girls are major contributors of sex segregation. This is evident since girls are socially inclined personalities as compared to boys.
The differences lead to immense conflict of interest that brings about social disharmony between boys and girls (Schmidt & McKnight, 2012, p. 3). Under the circumstances, they spend more time fighting over petty issues that in turn jeopardize their well being or cordial relations.
The need to avoid social disharmony and physical conflicts explains why sex segregation in schools is preferred especially in the modern world. It is also gaining momentum because parents require their children to develop as morally upright individuals.
Equality levels in one classroom and studying the same curriculum
In review of the reasons that informs the idea of sex segregation in schools and its benefits, there is nothing strange especially being that students study under the same curriculum.
The curriculum applies to everyone but underlying issues that determines holistic growth and performance of students is based on various factors that must receive effective management.
It is not justifiable that separation of sexes is a practice that fosters injustice and unfairness (Schmidt & McKnight, 2012, p. 36).
The reasoning is deemed flawed since the main aim of the practice is to facilitate performance, help in eradicating inferiority feelings and create favorable environment for learning. Curriculum is just a guideline that educators follow as they teach.
The curriculum is not in any way a major factor that can impede sex segregation. This is because curriculum is developed to help in nurturing quality individuals with immense capability intellectually and socially (Eliot, 2012, p. 1)
Secondly, curriculum is put in place to facilitate learning activities and nurturing of talents. The content of the curriculum is effective if it is delivered under favorable conditions and where there is no constraint of any nature including sheer discrimination.
According to Hill & Robertson (2009, p. 177), there is no harm in separating boys from girls in schools despite that fact they are taught under the same curriculum. It is completely fair since the strategy is aimed essentially at ensuring that everyone receives the best out of the curriculum.
The proponents note that there is no need to mix boys and girls when some of them will not achieve academically due to undue pressure (Cook, 2010, p. 1). It is common knowledge that girls perform dismally in most instances despite the gains that they are making currently.
Hence, any attempt to avoiding their separation may severely hamper girl’s chances of recording god performance. This may in turn render the effectiveness of the curriculum or its purpose useless.
Stakeholders in the education sector should do everything within their power to ensure that every individual irrespective of gender benefit optimally from the curriculum that is designed. They must design credible modalities that are socially acceptable and economically viable.
One of the strategies that they should encourage is the segregation concept that has yielded best results especially in areas where its practice is eminent.
They should also sensitize individuals to view the practice as a performance enhancement measure, but not a practice that promotes inequality. People should understand that sex segregation does not compromise quality of education.
Even though it affects inter social development, it promotes quality in an exclusive manner given that it focuses on eliminating common diversionary issues that limits individuals academic performance.
General difference between educational attainment and social interaction in the classroom
Social interaction is an aspect that contributes in developing holistic students or personalities. However, it is not integral as compared to academic achievement. One can be socially sound, but without strong academic prowess, he may not achieve much.
This is because academics is a paramount element in human life as compared to social aspect. Therefore, it is prudent if its acquisition is emphasized effectively. As noted by Eliot (2012, p. 1), classroom interaction is good in nurturing students to be socially responsible and reliable people.
If such an interaction is not doing any good to students then its relevance is insignificant. Cook (2010, p. 1) noted that the dangers of social classroom interaction have been immense and severe.
Such interactions have led to early pregnancies and school dropouts in most settings that is not encouraging. It is only relevant if facilitates cordial relations
Conclusion
Evidently, most single sex schools are high school level institutions that offer o-level certification. The schools are attended by students who are at the age of between 13 to 18 years who require proper guidance and monitoring.
The institutions best suits them and their needs considering the stage of life that they are in at the age group. There is no doubt that gender separation is necessary especially in high schools. This is because of its relevance in boosting discipline and sanity among students in such institutions.
This explains why the practice should not be a mater of discussion due to its benefits. It is attributable to better performance for students, a remedy to inferiority feelings and a contributor to talent identification.
In particular, gender separation promotes performance of students in diverse fields of operation.
Firstly, the practice ensures that diversionary issues that normally occur when boys and girls are together do not occur.
Secondly, it enables students to learn comfortably and focus on their education holistically. This is apparent since individuals of diverse sexes have their own styles of doing things.
References
Arum, R., Beattie, I. R & Ford, K. (2011). The structure of schooling: Readings in the sociology of education. Los Angeles: Pine Forge Press, an imprint of SAGE Publications.
Berman, J. (2009). Death in the classroom: Writing about love and loss. Albany: State University of New York Press.
Cook, J. (2010). Similarities and Differences Between Boys and Girls. Web.
Cole, M. (2006). Education, Equality and Human Rights. Archives of Sexual Behavior, 31 (2). 98-175.
Gray, D. E., Nasta, T & Griffin, C. (2000). Training to teach in further and adult education. Cheltenham: Thornes.
Gurian, M. (2011). Boys and girls learn differently!: A guide for teachers and parents. San Francisco: Jossey-Bass.
Gordon B. (2010). Comparison of Aggression in Boys and Girls. New York: Teachers College Press.
Hill, D & Robertson, L. H. (2009). Equality in the primary school: Promoting good practice across the curriculum. London: Continuum.
Larsson, I & Svedin, C. (2002). Sexual experiences in childhood, Young Adults Recollections, Archives of Sexual Behavior, 31 (2). 263-73.
Martin, D. B. (2006). Sex and the single Savior: Gender and sexuality in biblical interpretation. Louisville, Ky: Westminster John Knox Press.
McInerney, D. M & Liem, A. D. (2008). Teaching and learning: International best practice. Charlotte, N.C: Information Age Pub.
McKinley, J. (2010). Raising Black students’ achievement through culturally responsive teaching. Alexandria, Va: ASCD.
Paechter, C. F. (2007). Being boys, being girls: Learning masculinities and femininities. Maidenhead: Open University Press.
Rivers, C & Barnett, R. C. (2011). The truth about girls and boys: Challenging toxic stereotypes about our children. New York: Columbia University Press.
Rusby, J. S. M. (2005). Childhood Temporary Separation: Long-term Effects of Wartime Evacuation in World War 2. Boca Raton, Fla: Dissertation.com.
Strasser, M. P. (2002). On same-sex marriage, civil unions, and the rule of law: Constitutional interpretation at the crossroads. Westport, Conn: Praeger.
Spielhagen, F. R. (2013). Debating Single-Sex Education: Separate and Equal?. Lanham: R&L Education.
Stoll, L. C. (2013). Race and gender in the classroom: Teachers, privilege, and enduring social inequalities. Lanham: Lexingon Books.
Schmidt, W. H & McKnight, C. C. (2012). Inequality for all: The challenge of unequal opportunity in American schools. New York: Teachers College Press.
Thorne, B. (1997). Gender play: Girls and boys in school. New Brunswick, NJ: Rutgers Univ. Press.
Unterhalter, E., & Aikman, S. (2007). Practising gender equality in education. Cowley, Oxford: Oxfam GB.
Wootan, F. C. (2010). No Fear In My Classroom: A Teacher’s Guide on How to Ease Student Concerns, Handle Parental Problems, Focus on Education and Gain Confidence in Yourself. Cincinnati: F+W Media.
The atmosphere in the classroom and particular features of the necessary instructional planning and assessment significantly depend on contextual factors which are aspects of the community and district’s development, features of the concrete school, and students’ characteristics.
To analyze how contextual factors can influence the teacher’s approach to realizing instructional planning and assessment, it is necessary to refer to the environments and contextual factors typical for the First Grade class of Webster Elementary School located in Webster, Wisconsin. Thus, it is important to focus on the discussion of environmental and classroom contextual factors as well as on students’ characteristics and on their impact on the teaching-learning process.
The environmental factors which influence the development of the community of Webster, Wisconsin, are the community population and support for education. Thus, according to the data of 2012, the whole number of residents in Webster is 644 persons living at the rural territories (Webster, Wisconsin, 2013). The small number of population influences the number of students in Webster schools from the community because many students are from other communities.
Responding to the needs of these students, teachers include the aspects associated with the communities’ cultural and historical development designing instructions, focus on different values and traditions.
The community’s support for education is strong, but the parental involvement in the classroom activities is minimal. The design of instructions depends on the ability of parents to participate in the class projects, pay for the additional educational materials, and interact with a teacher while involving a teacher in the family environment.
To describe the district, it is necessary to refer to such factors as socioeconomics and race and ethnicity. While referring to socioeconomics, it is important to note that the median household income of the population is approximately $34,460 as it was fixed in 2011 (Webster, Wisconsin, 2013). The majority of the district’s population is involved in manufacturing, and the average rate of unemployment is 6.7% (Webster, Wisconsin, 2013).
It is important not to focus students’ attention on economic differences while providing instructions to avoid biases and to contribute to the idea of equality.
The development of a district is also influenced by the factor of race and ethnicity because 3.8% of people are American Indians, 2.8% are of the mixed origin, 2% are Hispanics, and 1.8% are Blacks (Webster, Wisconsin, 2013). This factor contributes to the cultural diversity and teacher’s use of instructions to demonstrate the respect for diversity without focusing on stereotypes.
The factors of school population and the race and ethnicity are important to discuss the demographics of Webster School. The whole population of the school is 720 students, including the students from the other neighbor communities. This fact influences the teacher’s instructions and assessment because of necessities to meet the other communities’ expectations, respond to the communities’ values and morals. Instructions should not be abusive for representatives of different communities.
According to the race and ethnicity factor, 78.8% of the school population are Whites, 2.2% are Hispanics, and 10% are American Indians (WISEdash, 2013). To respond to the ethnic diversity in classes, teachers provide instructions and assessments in two languages when it is necessary, add the response to the cultural diversity to lesson plans, treat all the students equally, but with the respect to their culture and ethnicity, not contributing to developing stereotypes.
The classroom environment should also be described in relation to such important contextual factors as physical features, technology equipment and resources, the parental involvement, and the classroom arrangement because these factors directly and indirectly affect the quality and type of instructions and techniques used by teachers in order to enhance the teaching-learning process.
The classroom used for the First Grade class’s activities is not large enough in order to provide the necessary rest for eighteen students and playing and learning activities typical for students of the First Grade.
However, the technological equipment is appropriate to work out the effective lesson plans and perform all the planned activities. SMARTBoards and iPads are available to be used in order to develop students’ skills and contribute to their activities while presenting and explaining the new material (Webster School District, 2013). Moreover, the large assortment of books and other educational materials are available for teachers and students in order to assist them in their teaching and learning activities.
The parental involvement which is characteristic for the First Grade class is not significant in order to influence the aspects of the teaching-learning process. Thus, parents do not participate in the planned outdoor activities, and only few parents perform the functions as the representatives of the parental committee in the class.
The other important factor to affect the specifics of the lessons, instructional planning, and assessment is the classroom arrangement. The classroom is too small in order to arrange the students’ tables to form circles necessary for the group work. Any movements in the classroom are limited because of the arrangement of tables that is why a teacher should choose between the activities which are appropriate to be performed in the classroom with little space.
In addition to the environmental and classroom contextual factors, it is necessary to discuss student factors such as age, gender, interests, and learning styles which are characteristic for the First Grade class because they influence the design of the used instructions, learning activities, and assessment techniques and methods directly.
Thus, the age of the First Grade class’s students is the key factor to plan instructions and activities in order to contribute to the students’ perception and understanding of the material. For instance, children of 6-7 years understand clear instructions which can be supported with visual materials in order to explain the expected goals.
Furthermore, the students of this age respond more actively to the instructions which are connected with different types of the practical activities. The next factor is the gender of students in the class. The First Grade class consists of nine boys and nine girls. Thus, the gender does not influence the choice of instructions and assessment techniques significantly because the dominance of boys or girls in the class is not observed.
However, interests of boys and girls at the age of 6-7 years are rather different that is why these aspects should be taken into consideration while developing the necessary instructions. It is important to note that the elements of games are effective for providing instructions and assessments for the students without references to their gender because playing activities are appropriate to meet the students’ interests at this sage of the personal development.
To contribute to the development of the most effective instructions for the First Grade class, it is necessary to pay attention to the students learning styles. The boys in the class are more responsive to the visual material when the girls react more actively to the heard information.
That is why, it is effective to combine the visual and auditory techniques and resources in order to present instructions and assessment activities in this class. This approach can contribute to increasing the students’ understanding of the material and performance.
Nevertheless, the contextual factors are rather complex in their nature, and such factors as the student skills and prior learning can influence the teacher’s approach to determining the learning goals, instruction, and assessment.
It is necessary to state that the focus on the student skills and prior learning is extremely important while developing the learning goals regarding this or that subject because students’ abilities to read, write, and count and their successes in these activities are important to determine the further learning goals in relation to reading, writing, and mathematics or other subjects.
The learning of the next aspects of this or that field should be based on the definite prior knowledge. Thus, it is important to refer to the skills developed by the students at the Kindergarten stage.
Student skills are also significant to determine the instructions used by the teacher and his or her approach to assessment. Thus, it was necessary to modify the instructions used at the Kindergarten stage in order to contribute to the progress of the students in the First Grade class. That is why, the range of aspects presented in instructions was expanded, but the number of details accentuated became less because it is necessary to help students ask the questions focused on the general material.
Furthermore, the level of thinking skills’ development affected not only instructions but also the choice of the literature used in the class. The prior learning and knowledge is important to plan assessment to evaluate the students’ progress. The methods used previously are not effective, but the new approach to assessment is based on students’ abilities to perceive the material at the new stage.
From this point, contextual factors influence the classroom activities at all the levels, and they should be addressed in order to contribute to the effective teaching-learning process and development of appropriate instructions and assessments.
The debate over the most effective way to receive education has been ongoing for many years. While some argue that learning alone is the best approach, others believe that an in-classroom setting offers more advantages. This essay explores the benefits of classroom learning over self-education, discussing the importance of group discussions, the role of the teacher, and access to resources.
Learning is arguably the most important activities that human beings engage in. It is through learning that we are able to acquire new knowledge and skills. It can therefore be said that learning is integral for the development of the society. Due to the importance of learning, many societies have come up with formal institutes where learning takes place.
These institutes include schools where students attend and gain information on a wide variety of subjects. However, learning can also take place when an individual looks for new material and engages in learning alone. There is disagreement over whether learning alone or learning in a classroom is most beneficial. This paper will argue that learning in a classroom is superior to learning alone and it should therefore be the primary mode of learning employed by our society.
Advantages of Classroom Learning
Students are able to benefit from each other when they learn in a classroom setting. Paduraru notes that in the traditional classroom environment, students are able to “interact with the teacher and their classmates” (par. 2). This interaction makes it possible for the student to benefit from cooperative activities such as group work and class discussions. Students can learn from each other and benefit from discussing difficult concepts with each other.
In addition to this, students are more motivated to learn when other individuals who are also engage in the same learning surround them. Paduraru declares that the learning atmosphere created in the classroom setting leads to higher levels of focus and motivation for the student (par. 3). All students are able to demonstrate better learning outcomes because of the inter-student interaction promoted by classroom learning.
Contact with the teacher in classroom learning leads to better learning outcomes for the student. Teachers are a very important part of the learning process since they act as informative guides. With their skills, they are able to direct the student in their learning efforts. The face-to-face interaction between student and teacher increases the grasp of the student. Paduraru declares, “Some students need constant reassurance that what the do is correct and that they are going in the right direction” (par. 2).
The teacher is able to offer this reassurance and provide the feedback that the student needs to have confidence in his learning. Interaction with the teacher also increases the concentration level of the individual. Students are likely to pay more attention to learning when they are instructed through face to face interaction. When this happens, their learning experienced is not only better but also faster than in alone learning.
Classroom learning leads to greater commitment to the learning efforts. A person is therefore able to gain in-depth knowledge on the subjects being studied.
Learning requires a significant amount of time to be dedicated to the activity. Classroom learning is well structured and the teacher has a program of what the students should learn. Paduraru elaborates that traditional classrooms provide students with a “fixed schedule and specific periods dedicated exclusively to learning” (par. 5). In alone learning, a person engages in learning in an erratic manner.
In most cases, only a small amount of time is dedicated to learning leading to poor results. The structured nature of classroom learning also ensures that no relevant subject matter is neglected. The student is required to read on different topics at specific times. The student is therefore forced to read on all the scheduled topics even if he/she is not fond of them. This has the merit of enabling the student to gain knowledge even in subjects that do not interest him/her.
The classroom environment increases the interest of students’ in the learning activity. Interest is very important in the continued participation of a person in any task. When learning, a person is likely to become disinterested in this activity.
When this happens, he/she will not gain the benefits attributed to learning. When learning alone, it is hard for most students to remain interested in the activity. In classroom learning, the teacher can use various strategies to increase interest. Weimer suggests, ” a good question can pique their interest, make them wonder why, get them to think, and motivate them to make connections with the content” (par. 3).
The individual is also prompted to commit to memory what has been learned. This is achieved when the teacher takes steps to promote recalling. Weimer suggests that the classroom setting promotes preparation in the student especially if the teacher quizzes the students on previous lessons (par. 6). When this occurs, students are prompted to come to class well versed with the information of the previous classroom session.
Advantages of Learning Alone
A great advantage of learning alone is that it allows a person who does not have access to formal education institutes such as a school to learn. A person must be able to attend a school in order to learn in a classroom. While most people are able to access these facilities, some might lack the means to do so.
This leads to many people being prevented from learning and benefiting from attaining an education. Malcolm X shows that with personal learning, a person is able to open up a new world and attain the benefits of learning (2). This is true since access to learning facilities is not assured for everyone. However, a person engaging in alone learning is unable to achieve high levels of education. The lack of structure in alone learning makes it impossible for the individual to gain great expertise in a particular topic.
Alone learning makes it possible for a person to overcome any social restrictions to his learning. In some cases, society might prevent certain people from learning. This was the case for Sherman who states that ” we were Indian children who were expected to be stupid” (13).
In such an environment, the classroom learning is downgraded and a person cannot attain any meaningful education. Through alone learning, the individual is able to attain a higher level of learning by reading books with relevant information. It is true that in a discriminatory society, a section of the population might be denied of their right to learn. When such a thing occurs, alone learning might provide greater knowledge that classroom learning.
However, even in such a situation, classroom learning is necessary for the individual to gain perspective of his learning progress. The individual is able to tell of his progress by comparing his abilities with that of the other students. Sherman reveals that he was able to read “‘Grapes of Wrath’ in kindergarten when other children are struggling through ‘Dick and Jane’” (13). Without the classroom learning, he would not have been motivated to keep reading and achieve success in his life.
A person is able to acquire more expansive and unbiased information through personal learning. As it is, there is a vast amount of information that a person can learn independently. In the classroom setting, the student’s learning is confined to the topics that the teacher chooses. In most cases, information is interpreted in the way that the school administration wants. There is therefore a lot of bias when presenting some information.
This is not the case when learning alone since a person can read from various sources. Malcolm X reveals his horror when he learnt about the brutality of slavery through his own reading (4). He had not been able to receive information about the horrors of slavery in his classroom learning years. It is true that classroom learning is prone to bias by the teacher or the school administration.
However, learning alone is also prone to individual bias. An individual is likely to read more on the topics that interest him and favor authors who express beliefs similar to his own. Malcolm X admits that while reading philosophy, “the Oriental philosophers were the ones I came to prefer” (6). This demonstrates that bias is present in both along learning and classroom learning.
Conclusion
This paper set out to argue that classroom learning is better than alone learning. To reinforce this claim, the paper has highlighted the many advantages accrued from classroom learning. They include greater motivation and interest in learning, and acquisition of in-depth information.
The paper has also highlighted some of the advantages of alone learning and proceeded to show their weaknesses. The best learning method is one that gives the best results by enhancing the learning outcomes of the individual students. From the arguments provided in this paper, it is clear that classroom learning is the superior form of learning. It should therefore be promoted and made use of by learners all over the world.
Works Cited
Malcolm X. Learning to read, The Autobiography of Malcolm X MALCOLM X. NY: Grove Press, 1965. Print.
Create separate worksheets for word problems and number problems
Highlight or circle key words or numbers
Give extra time on tests
Use a chart of math facts or multiplication tables
More space to write problems and solutions
Use objects and blocks or sticks to teach math ideas
Check often to see if students understood
Managing Learning Difficulties
Learning difficulties may cause children to develop behavioral problems, such as:
reduced self-confidence, shyness;
fighting with other kids;
increased irritability;
tiredness, etc.
Interventions usually focus on problems instead of the cause.
It is necessary to address the fundamental cause (learning difficulty) rather than the child’s behavior.
Dyscalculia Characteristics
Dyscalculia is a learning disorder characterized by difficulties in learning mathematics.
A child who has dyscalculia:
seems to have little ‘number sense’;
has trouble with counting, memorizing arithmetical facts or numbers, following procedures, or executing strategies;
in any of the above tasks, may be inaccurate, slow or both;
exhibits dislike or anxiety towards math and/or avoidance behaviors, etc.
Make Maths Lessons Positive
Maths teachers can address children with dyscalculia by making their lessons as positive as possible by:
giving children with dyscalculia their own sets of work to complete, which are in accordance with their level;
allowing extra time for completion: kids with learning difficulties may be slow, even with manageable tasks;
using written rather than spoken instructions to explain tasks: dyscalsulic children already spend a lot of energy on trying to solve mathematical tasks, and asking them to memorize the instructions may result in task overload.
General Rules
Many children with learning disabilities require an individual approach. However, there are some general pointers to guide work with dyscalculic kids:
focus on understanding (especially of quantity);
use specific materials to link mathematical symbols to quantity;
adjust the level of tasks to suit child’s needs;
increase difficulty slowly;
provide more practice opportunities to help the child memorize new concepts;
