Field Experience Observation - Essay Example

? “Field Experience Observation Report” Field experience observation report It has becomeincreasingly more important to make topics and students in alignment with differences and diversity, be it with regards to gender, culture, race, etc. This encompasses the variety of students in the class, and everyone can relate to it; also, it provides a holistic approach to an aspect even if there isn’t diversity in the classroom because there is diversity in the world and the world is becoming an increasingly globalized place. I believe that my teacher is dealing with student differences due to the readings and aspects that we have learned and the way class learning takes place. Such as the concept of self takes into account gender and racial identities and their differences. Even William James’s explanation of self-concept relates to all groups because everyone has multiple selves and an aspiration of where they want to be, and everyone becomes more aware of themselves and how they act as they grow older. However, this time span of middle adolescence or early adolescence traits may differ from culture to culture; in some cultures, awareness comes before others due to the conditions in their society or their familial upbringing and these aspects should also be covered and be taken into account in the classroom while reacting to the behavior of the students or grading them Self-esteem is also a relative concept; therefore, diverse or not diverse, it is an individualistic character that cannot be generalized even for a race, so it is difficult to encompass and generalize for races; however, the basic trend of high esteem is correlated to positive trends. Global esteem is also considered in the text therefore I think that the teacher addresses the issue in text but practically does not build up that esteem in the classroom for students of different races. (Tesser, Felson, & Suls, 2000) The building of identity reading also takes into account the difference between men and women in the building of identity; the basic steps are the same, but what is more important for women is interpersonal factors, and as recent study shows, both inter and intra personal factors. Even in gender roles, the reading explored that for females there is greater flexibility in the world, and so is there flexibility for adolescents. In the classroom however I haven’t observed this, in fact there is greater flexibility for males. However, these gender roles are not universal, and they differ from culture to culture. Some cultures believe in the equality of men and women, and some societies are entirely male dominated. Another weakness of the reading is that there is a comparison between the West and the rest. In the rest there is a wide variety of races and cultures which are worlds apart and cannot simply be combined in the ‘rest’ and which are not taken into account in the classroom. Different communities also have different problem solving strategies, whereas only Berke’s social problem solving steps are outlined and followed in the class. However, the universal belief is that one must not only understand their own needs, but as they develop, they should be able to take into account the perspectives of others and thus develop ‘multiple perspectives.’ The teacher herself should also have this view. Piaget and Kohlberg are also renowned psychologists not just in the western society but all over the world; and, even though deviations exist within an individual who may even be in the western society, generally their principles are universally accepted. In the classroom they are followed to the book and practicality seems to be missing. Teen problems may also be different for different cultures. In the west, the problems may be teen pregnancy and unhealthy sexual behavior, whereas in other societies, such as more conservative ones, the problems may be that girls are too modern, they wish to do what they like, and in poor countries it may that teens do not get enough food to eat and are malnourished. This topic doesn’t cover all those points but only the fact that there are sexual problems and problems with sexual orientation. However, the gender differences between these problems are observed but then again they focus too much on sex and romance. The teacher when talking about such issues doesn’t outline other issues that other cultures may see as a concern but only western issues. (Crouter & Booth, 2006) Lastly, intelligence is discussed in the broadest sense possible. Multiple theories are discussed, and the broadest definition on intelligence is outlined by Gardner. Individual differences are also observed by using general intelligence which everyone may possess as compared to different kinds of intelligence that are unique to individuals or a race etc. IQ standards are also different everywhere; in some cultures, such as those in the developing world, the ability to read and write one’s name is considered as being educated, whereas others would see a less than 100 IQ as being below the normal standard of chronological development. Stereotypes also exist that which may hinder performance of the group or individual that has been stereotyped. Further examples should have been given for this topic such as who is stereotyped and how the classroom is a safe haven free from all kinds of stereotypes so that students can perform to the best of their ability. Concerning the beliefs about intelligence, two primary cultures are discussed, that is the Asians and the Americans; however, there are Africans and Australians, and there are differences between males and females, the conservatives and the liberals, etc. However, this would be too broad an evaluation, so a succinct explanation seems to suffice. Application of the multiple intelligences are also discussed; for instance, what would happen to the structure of the school if all intelligences were taken into account, or is it more important to take some basic and easily observable and quantifiable intelligences into account and leave the hidden ones not catered to. And would the grading, teachers and classrooms be catered to according to the salient features of intelligence or would more effort be put into digging deeper and finding out unique intelligences and intelligences apart from Gardner’s perspective or does he cover it all? The teacher should hone each person’s intelligence to their ability and in that way the student will benefit the maximum out of the class. This exercise, I believe, is free from any bias towards race, culture or gender, etc., and explores what kind of a method would exist if Gardner’s theories were not applied. (Gardner, 1993) I think my teacher is therefore somewhere in the middle of best practice and is not handling diversity well enough, although he can reach the best practice by inculcating diversity to its fullest in the course of the study. References Crouter, A. C., & Booth, A. (2006). Romance and sex in adolescence and emerging adulthood : risks and opportunities. Lawrence Erlbaum Associates. Gardner, H. (1993). Multiple intelligences : the theory in practice. Basic Books. Tesser, A., Felson, R. B., & Suls, J. M. (2000). Psychological perspectives on self and identity. American Psychological Association. Read More