Exploring Culture through Ritual and Routine - Essay Example

Exploring culture through ritual and routine Several people are involved in rituals in their liveswhich involves activities such as gestures and objects and usually are performed in sacred places in given places. Most rituals are performed according to the traditions that are in a community. In the community, the ritual does not only involve activities but also they involve rites of passage (Baubeau and Patrice, 35). Rituals in each part of a community are characterized by formalism, traditionalism, invariance, rule governance sacred symbolism and performance. Rituals in teaching Teachers in a community perform rituals that enable children brought to school to get used to the routine despite availability of their parents. Rituals in teaching involves soothing the separation between young children brought to school with their parents. Teachers also need to teach these children on potty time to reduce accidents that occur in washrooms and bacteria contraction through the routine (Baubeau and Patrice, 254). In separation of parents with their children, teachers have to encourage parents to stay a while each day before the parents leave for home. Children also need to be made comfortable with telling their parents to see them later after they leave school. Potty time rituals performed by teachers are done through several ways including sending children in the bathrooms in small groups and those that are not able to go in alone are done with pairing them with their friends (Baubeau and Patrice, 201). Children through this ritual are ensured to have washed their hands thoroughly with soap and supervised and disposal of towels that they are given are well disposed. Rituals that are performed by teachers ensures that each day children benefit from the rituals and their lives still remain interesting with enjoyments, learning of new things. Different activities each day that children are exposed to make things interesting in them. Greeting routines performed by teachers when the get into classrooms brings about warmness in children in a classroom (Marsh and Ian, 24). In morning separation of children with their parents, teachers need to greet warmly parents as they greet children makes the children feel that they are cared for and the teacher acts as his parent for time in school. In greetings by teachers, there is inclusion of explanation of them valuing and including everybody and considering it good manners of greeting each person with names making them to feel comfortable. Rituals and routine performed by teachers in the morning when children arrive in school include letting the children put their belongings in belongings in their cabinet and lunches in designated places. Children are also encouraged by teachers to get involved in free play activities and spend their time going to the book corner to read sharing books with friends. Book browsing and reading are also important rituals that teachers perform to their students. This activities are done according to routines that are designed by teachers enabling children to share and chat about books with peers and friends. Such rituals are always important as they make value to the children even in absence of teachers (Marsh and Ian, 75). Social cycle is a ritual performed by teachers on first group meeting making promotion of self-esteem in children and also makes the children have a feel of belonging to the community. This rituals which promote social circle include activities such as sharing of news that the children have from home. Singing of songs that mention children name make them fit well in the cycle. Other activities that promote social cycle ritual in teachers selecting a special helper of each child in classroom. Planning is a ritual performed by teachers and there is need in involvement of children in these rituals. These rituals are important as the children are motivated to work hard and learn more during planning (Marsh and Ian, 354). This makes them feel emotionally engaged. Literature experience and projects that come to with celebrations that combine children, parents and teachers. During such activities, teachers are able to explain to the parents progresses that their children have. Parents then are involved in planning that affects their children (Colson and Mary, 143). Planning enable routine that is designed to children should be easier making life simple for children. Routine such as singing while waiting for lunch and sitting together to enjoy snacks and juice carried to school by them make the children feel that their life is easy. Rituals performed by teachers involve different groups that each is expected to play given roles to achieve outcomes of performance. Teachers are the main ones involve in designing routines that children and their parents are to support in improving characters and talents of children. Teachers spend most time with children and are the ones expected to perform and manage objective involving guidance of children. Parents as part of rituals performed by teachers are expected to support teachers and children in daily routine. Parents are expected to take their children to school so that they are able to fit in routines that are designed by teachers. Children also have roles to play in rituals that are designed by their teachers. They are expected to follow strictly guidance that are given to them by teachers. Rituals that are performed by teachers are representation of a rite of passage to children as they come from childhood. This rituals are representation of what is expected on children Reason for ritual performance The main reason for performance of rituals by teachers is to create guidance to students and children. These guidance enable children to develop personal experiences and also teaches them to relate well with others in the community. Rituals performed by teachers that promote planning of celebration and involving children will make them aware of the status of others. Planning celebrations promote social relations in children. Rituals performed by teachers have been understood to be the main factors that shape characters and future of the children in all perspectives in their life. This rituals are performed and can be viewed as rites of passage by the parents of the children but are important even in relation between children and their parents. Comment on rituals Rituals enable observing children by the teachers in terms of their relationships and assisting them where there is need. Activities enable children to settle in creativity in learning activities. Rituals performed by teachers in school enable them to grow up with morals considering care that they are always given. Activities such as free play and sharing of books with friends as part of rituals and routine are cores to abundance of casual literacy experience and are major in childhood programs (Colson and Mary, 97). There is consideration of children in well-being and social development making them keep things tidy and in order. Routine set by teachers in rituals enable children to predict what comes next in activities that they carry out. Prediction of activities by children make children feel competent which is much needed in emotional contentment. Rituals also enable emotional and social development valuing time spent in school with children. Group time rituals performed by teachers increases significance for social and emotional development of the children since in this groups, there are those children that are liked by all the others in the group and tend to be invisible. Teachers are sensitive and divots lots of time trying to include those children that are rejected in groups and also extremely develop children. Routines provide multitude of opportunities for inclusion (Colson and Mary, 194). Parties at intervals are created by teachers to make children educated. Planning of these parties when are left for children make them feel part of planning and enhance their skills. Works cited Marsh G. and Ian. Teaching rituals and routine. London: Routledge, 2006. Print. Colson, Mary. Teaching. Chicago: Heinemann Library, 2012. Print. Baubeau and Patrice. Guidance in teaching. London: 2010. Print. Read More