The process of applying theoretical frameworks and principles taught in school best applies in the realm of engaging into field experience. It is through such observations that one can gain insights on key ideas shaping different perspectives as it relates not only to the courses but to ones understanding about the issues surrounding the realm of education. It is through such exposure to these developments that one can determine the appropriate avenue towards linking each one to the realities and challenges of the educational system.
Thus, with the process of immersion and observation creates the necessary awareness in making the appropriate venues in recognizing the possible alternatives for practice. Throughout the course, the central theme that it argues reflects on the theme of social inequality and how it applies to educators and to students. Elaborating on this concept, I have seen through discussion and readings the development and expansion of the term.
Since the basic premise revolves around the unequal distribution of societal goods among different societies, it has now changed and became an important component shaping institutions as it diversified and took into account a deeper role in the facilitation of related interests and goals (CEELBAS, p. 1). At the same time, themes that relates to the idea of social inequality were also presented in class. In the educational sector, studies have shown both the challenges among students, educators, and administrators in adherence to the corresponding standards that are constantly changing to address the needs of all actors involved (Harris, p. 799).
Such outcomes then result to the greater disparities and differences in the way educational needs are met and achieved; evidences that advocates social and economic consequences. One of the formal themes surrounding social inequality in education resonates in the inability of educational sector to achieve effective instruction resonates from the economic capacity of families to send their children to good schools. This hurdle emanates from the differences in income and classified accordingly with race and color.
This output then provides a clear perspective on how students and parents have tried to thrive under these conditions and what the educational sector has done to limit this gap (Zajda, et. al, 2008). Such output then questions the capacity to influence and apply parameters resulting to instructor/educator competence in addressing this current situation. Reflecting on my current immersion among schools, I had seen via various encounters the hurdle that educators have to face in order to achieve this. Since they are operating on a constrained budget, the capacity to seek further training and education remains difficult (Tsui, p.
325). These then results to the limited ability to respond to instruction that is dynamic and adaptive towards student needs. On the part of students, these realties within the classroom also emanate a perspective towards inability to correspond to the demands of the curriculum. As the discussions and readings in the class point out, it is now a matter of motivation and ability to involve one in the process of learning that clearly distinguishes and makes a lasting mark in the ability of each student to learn.
Such output then justifies common misconceptions about the ability of race (African Americans and Hispanics) to adequately adhere to each of their subjects accordingly (Lareau, p. 750). These indicators denote the need to refine and rethink of approaches that can align and synchronize instruction with student needs. Since the main idea revolves around combating the presence of social inequality in education, the purpose of supplementing instruction with motivation and actual recognition of student needs remain to be seen (Harris, p. 803).
This remains to be an important catalyst amidst the growing disparities between the capacity of students to meet the demands of education particularly if race and color becomes the primary context for measurement. Applying this with my exposure to the educational classroom, though I have not clearly or evidently seen how this applies, I have seen the challenges and hurdles of the professor to meet these demands accordingly. Such approach remains difficult not only because of the recent context of adherence to standards but also the ability of gauging how students can react to overall validity and capacity to induce learning.
In turn, these avenues become the necessary component that fosters the miscommunication and inefficient achievement of student and classroom goals in general (Hilmert and Jacob, p. 13). The ability of facilitating course content is also another theme presented within the nature of the course. Though it is directly connected to an educator’s competency and the ability of administrators to devise it within the curriculum, its continued expansion still remains a primary concern that also fosters educational inequality (Hilmert and Jacob, p. 9).
The main ideas that were presented in class denote the relevance of using content remains a primary concern because of its ability to induce competency and acquisition of needed skills. Thus, it is the response made towards available content and the methods on how it is applied rests on the ability of educators and administrators to gauge each one accordingly. This then goes to show the relative hurdle faced by educators: how to balance instruction that can generate motivation and still adhere to the notion of standards set by the board of education and the state.
The purpose of these analogy is constantly reflect on the preferred outcomes and how it can justify new dynamics in the models for instruction and adequately choosing the necessary tools that can supplement practices responsive towards growth (CEELBAS, p. 1). Locating avenues then for change involve catering and finding opportunities that can induce new dynamics for increased growth and cooperation. Opening up communication patterns among parents, and the community is one relative approach to actively level the playing field and correspond to a practice that is accountable and responsible (Tsui, p. 325).
This process then showcases the condition of actively fostering new inputs on as to how interaction and facilitation of educational content can be made. These avenues then result to better knowledge acquisition and formulation of effective patterns leading to competence. Applying these patterns in my observation reports, I have witnessed several attempts by educators in the classroom to adopt new schemes in teaching. The main idea that each one sought to promote involves diversifying interaction and fostering new ways for students to learn and appreciate the nature of information provided.
Likewise, there is also the initial attempt to convene better communication patterns among participants in the activities. For my part, I see this as supplementary evidence in trying to determine what students need as far as gaining feedbacks are concerned. However, the main setback that continues to surround this practice remains in the ability for students to respond to such changes. Being particular with these corresponding policies revolves around the ability to generate inputs and necessary feedbacks on its application and the interaction process.
Seeing this, engagement and active interaction remain a primary concern among educators. Based on my observations, better inputs can be obtained if teachers shall continue to become open among the needs of students. Likewise, it can also infuse positive attitudes towards the way each lesson is presented and provided. Having these corresponding elements involved in the practice influences not only generating achievement but also induce greater insights towards educator and student motivation as well.
Lastly, there is the corresponding element of addressing gender bias in the teaching profession. Common grounds for social inequality within this realm revolve around the condition and assumption that the changes that are happening still reflect the current masculine/feminine discrimination among educators in the realm of leadership (Zajda et. al, 2008). The class tackled important conditions shaping not only the way these processes are handled but also the processes wherein these elements continue to restrict growth in the educational profession.
Seeing this, the notion of using these tenets revolves around the recognition of the existing problem in terms of placement. Having an ethical code for practice among educators and basing them according to provided standards ensures that the practice and playing field among educators’ remains rooted in fairness. Advocating policies that are rooted on equal growth and development among educators regardless of gender becomes the cornerstone of making the teaching practice more constructive and adaptable to today’s current trends (Hilmert and Jacob, p. 20).
The same observation can be seen in one of my observations in class. The experience gained in Essex Academy seems to illustrate how these disparities between the conditions and relationships surrounding students and educators. Instead of setting up a boundary and line for interaction, there exists a friendlier and relatively informal way students address the educator. This I believe restricts the educator to fully exercise her functions accordingly not only because she is a female but also on the impression she provides the class as well.
Seeing this, I do believe that careful attention must be given to existing student-teacher relationships. Though the overall implementation may have its pros and cons, establishing a boundary for necessary actions and values must be made. Here, the simple notions of determining what functions are appropriate illustrate the ability to induce and enhance partnerships that is rooted on the values of professionalism. This is an important indicator and good training ground to illustrate competence among students to adapt in a working environment.
Overall, I do believe that the exposure and engagement in these activities and immersion further opened up possibilities in my chosen profession. This action not only permeate better approaches in handling the diversity surrounding the classroom but also provides the ability to recognize the social inequalities that are present. As a future educator/administrator, this can be a good training ground in reaching out to this profession and cultivate new directions that can lead towards adaptability amidst the challenges of 21st century education.
Works Cited CEELBAS. New Dimensions of Social Inequality. accessed 10 December 2009 from <http://www. ucl. ac. uk/ceelbas/research/socialinequality> Harris, Angel L. I (Don’t) Hate School: Revisiting Oppositional Culture Theory of Black’s Resistance to Schooling. Social Forces. 2006 85 no. 2 accessed 10 December 2009 797-832 Hillmert, Steffen and Jacob, Marita. Social Inequality in Education: A Life Course Perspective. 10 December 2009 1-28 Lareau, Annette.
Invisible Inequality: Social Class and Childrearing in Black Families and White Families. American Sociological Review. 67 2002 accessed 10 December 2009 747-776 Tsui, Lisa. Reproducing Social Inequalities through Higher Education: Critical Thinking as Valued Capital. The Journal of Negro Education. 2003 72 (3) accessed 10 December 2009 318-332 Zajda, Joseph, Biraimah, Karen and Gaudelli, William. Education and social inequality in the global culture. 2008 accessed 10 December 2009