|
|
This is only a preview of the paper
Click here to register and get the full text.
Existing members click here to login
|
|
|
... The complex relationship that does exist between teaching and learning, the tensions of the curriculum and the influence that social context has upon learning, was highlighted in this study. In this study an outline of the child studied (who will be referred to as Rachel for reasons of confidentiality) will be drawn on from the point of view of the three strands above, thus enabling me to fully understand how the child operates. ...
THE SELECTION PROCESS
Trying to select a child to study initially seemed impossible, but after close observation of my S1 and S2 classes, and with some help from my colleagues a suitable and very interesting candidate was selected. Other teachers highlighted that she was “a difficult” child but this was unclear to me and it was hard to see why she was categorised in such a way. ... I found out a little more about her with help from her form teacher and was sure it was Rachel I wanted to study. ... ” or “why is this to be unknown to the child? ...
BACKGROUND INFORMATION
Rachel is an interesting child to learn about and some of my findings, which will be discussed later, are surprising. ... This also meant that no child was singled out and anonymity of Rachel was kept throughout. ... She was very helpful but also very cautious about the protection of the child with regard to the Data Protection Act. ...
SOCIAL CONTEXT
Social context can have a massive impact on the development of a child, in this case the educational development of Rachel. The family that Rachel comes from is of great importance and as Varma states:
“The family is central to the world of the child and to his sense of identity. ... As Varma (1990) states,
“one member becomes selected as ‘the good one’, the child who obeys the rules, and another as ‘the bad one’, the one who is always in trouble for testing the limits and disobeying the rules. ... This method of teaching was not the most effective to suit Rachel’s needs and when speaking to the teacher after the class, she referred to Rachel as
“A problem child with an attitude, which I do not like. ... There were no bias opinions towards her, as no meetings had occurred, and although stories had been heard about troublesome behaviour I was more than willing to give her the chance every child deserves. ... Rachel is a difficult child to work with in some cases but also very attentive in others, therefore the set curriculum will not meet all of her individual demands. ...
CONCLUSION
Finally, this study has highlighted to me; the complex relationships that exist between teaching and learning, the tensions of the curriculum and the influence that social context has upon learning. ...
I have become far more aware of the issues that surround children in schools and this study has also brought to my attention that not everyone is the same and individual needs must be catered for on all levels.
Approximate Word count = 3309
Approximate Pages = 13.2
(250 words per page double spaced)
|
|
|
|
|
|