Scenario: A Silent Child - Essay Example

Scenario: A Silent Child Classroom practice is intended at enhancing success among student through exposure to real world cases. The scenario provided for analysis, focuses on interventions efforts made by Tina (PDE student), in her efforts to improve the life of her student. The scenario presents a common dilemma that hinders success among students. During her teaching practice, Tina noticed that one of her pupil led an isolated life. Although the pupil had outstanding academic performance, he was socially isolated. Her attempt to intervene in the case led her to seek advice from her mentor who seems not troubled with the situation. Her mentor argues that provided the pupil has outstanding academic performances, other social requirements will follow in a similarly. Tina is not satisfied with the response and she decides to seek advice from her tutor. However, the tutor also seems not troubled with the issue and she refers Tina back to her mentor. This essay analyzes the scenario “Silent Child” from a cultural perspective. Learning is a two way process that involve learners (pupils) teachers and learning medium. In most cases, people are concerned with the outcome of a learning process rather than the process itself. Usually, people appreciate test results rather than the process through which the results were acquired. The scenario presents a perfect situation for analyzing the role of participation in learning. For instance, Tina notices that one of her pupils does not participate in any of the classroom activities. Moreover, Tina discovers that other Dip students and tutors are less concerned with such issues. Faced with a predicament, Tina explores factors that could have made the child acquire such behaviors. Firstly, Tina considers the issue as an acquired behavior problem that could be solved through a particular strategy. Evidently, Tina assumes existence of a solution for the child’s problem. Her assumption compels her to seek advice from her mentors and tutors. On the other hand, her mentor and tutor consider the issue a normal occurrence. In particular, the mentor concludes that the pupil does not have a major problem. This conclusion is based on the student’s performance in geography assignments. Although Tina makes profound judgment in identifying the child’s problem, she makes assumptions that might not be correct. For example, Tina is of the opinion that the child’s isolation is based on their ethnic background. Moreover, Tina assumes that the child can be compelled to change his behavior through counseling. Evidently, Tina assumes that her mentor and course tutor must have encountered such scenarios. Tina’s judgment is totally biased, in the sense that she assumes existence of a problem that has an exact solution. Moreover, Tina assumes completeness of her teaching practice course, in the sense that teaching practice theories encompasses all possible outcomes. This reasoning is unfounded since Tina overrules existence of different types of behaviors among students. For instance, Tina does recognize introverts as normal people. Therefore, Tina has credit for indentifying a problem but miss the solution strategy. Solution strategy is a critical element of teaching practice. The main reason why PDE learners are exposed to real world problems through the teaching practice is to equip them with effective strategies to solve such problems. However, most learners underestimate the significance of such exposure. In most cases students assumes that the significance of the exposure is to enable them learn or experience difficulties encountered in the real practice. Thus, the students are not endowed with strategies to counter difficulties experienced in the real practice. According to the scenario, Tina does not follow the right strategy while finding a solution to the problem. In a normal situation, Tina needed to consult the pupil before sharing the problem with her mentor. Moreover, Tina ought to have applied her knowledge and experiences to solve the issue before requesting assistance from her tutor. Teaching practice offers learners an opportunity to apply or practice theories taught in class work (Jarvis, 2002). Moreover, teaching practice offers students an opportunity to test the applicability of theoretical information encountered in their course work. According to the case, Tina does not appreciate the need to apply theoretical concepts learnt through the regular course work. For instance, Tina needed to apply psychology theories to determine the problem affecting the student. Firstly, Tina needed to consult the student concerning the issue in order to determine the possible solution. For instance, she needed to establish the reasons for her outstanding performance in geography. Secondly, she needed to establish whether the students behave in a similar manner while at home or when he is with her siblings. This would have enabled her determine whether the issue is problematic or not. Moreover, the inquiry will enable her to determine the best solution strategy to solve the problem. Her mentor seems to be on the right track concerning the need to practice knowledge acquired through course work. In particular, her mentor urges her to continue teaching and try to establish whether the child has additional behavior problem. Ordinary analysis of the case reveals the mentor as uncaring or unconcerned with the plight of PDE students. However, his argument reveals that he is equally interested in their success. For instance, he encourages Tina to attempt solving the problem before she can request assistance. Moreover, he refers her to her tutor for further guidance on the issue. Presumably, he expects the tutor to consult Tina from a theoretical perspective. Arguably, the tutor will inform Tina on the need to apply theories and principal learnt in her course work. Stereotypes dominate most decisions made in the scenario. Characters portrayed in the case do not differentiate stereotypes form reality. For instance, Tina’s mentor assumes certain stereotypes concerning Poles. In particular, Tina assumes that pupils with a Polish or Lithuanian heritage should behave in a certain way. For example, both Tina and her mentor assume that students from Poland are not active in classroom. In addition, she assumes that pupils who have a Lithuanian background have different attitude towards interacting with other students. Tina’s mentor also believes in the existence of social disparities across different nationalities. This is a major fault in arguments presented by the Tina and her tutor. For example, the tutor maintains that the pupil ought to have at least a Polish friend. Moreover, the teacher maintains that there is nothing wrong with the student’s failure to socialize with pupils from other ethnic communities. The scenario presents common cultural practices used to determine student’s performances. Precisely, the scenario supports existence of disparities across different ethnic backgrounds. In addition, the case supports stereotypes of academic performances and student’s behavior. For instance, people believe that introverts are high performers. This is of particular interest when analyzing teacher-student relationship. Although cultural background plays a significant role in determining a student’s behavior, decisions concerning students should be based on logical conclusions. However, Tina makes quick decisions based on cultural assumptions. Tina is inquisitive and analytical. These are ideal characters of a student on a classroom practice. Her inquisitive characters enable her to discover an interesting problem. Her inquisitive nature is also demonstrated by the fact that she forwarded her case to her mentor for further assistance. Moreover, Tina was not satisfied with the mentor’s response since he considered the pupil’s condition normal. Although Tina is inquisitive, she does not utilize other significant learning tactics. Therefore, she is not guaranteed of a high score in her classroom practice results. Although most tutors encourage their students to engage them through questions, they also require students to achieve independent results. This is of particular interest to final year students who are expected to join the industry as independent professionals. As demonstrated in the scenario, tutors prefer independent students. Such students are able to make informed and independent decisions. Standard tutors also encourage students to make personal decisions rather than consult their mentor on everything (Jarvis, 2002). Since tutors are pleased with inquisitive students, they are unlikely to stop the cycle of overdependence among students. The case study presents a similar situation whereby a tutor is forced to refer a student back to her mentor. This is to enable the student to appreciate the essence of independent practice. The mentor has similar views concerning the need for Tina to make independent analysis and decisions on the problem. Organization culture is a significant aspect presented in the scenario. A school is equally a leaning institution as it is an independent organization (Webb, Metha & Jordan, 2010). This indicates that schools have unique rules that form their organization culture. The scenario presented in the cases study present a situation whereby Dip students on a classroom practice encounter conflicting organization culture. Arguably, most schools have cultures that contradict ideals taught in teaching theories. For instance, the school presented in the case study does not offer personalized support to students with special needs. Moreover, the school does not value equality among students in terms of their socialization and academic performance. This issue troubles Tina who believes in the existence of ideal school culture. The issue also raises questions on appropriate reaction or responses by trainees. From the scenario, Tina notes that her courses did not handle the issue explicitly. In particular, the course work does not have sufficient theories to explain each of the scenarios. This indicates the existence of cultural variations across different schools. The issue might also trouble qualified teachers who may not have sufficient experience. Arguably, teaching theories do not tackle cultural issues exhaustively (Kyriacou, 1997). This is because there is no ideal culture across different schools. This raises the issue of what needs to be done whenever Dip students encounters such issues during their classroom practice. For instance, Tina does not know whether to apply the already established theories or formulate new principles according to the current issue. Formulating new principles is unrealistic and unachievable in the short-term. This indicates that student’s on teaching practice should adapt to their immediate environment. However, this does not require students to compromise theoretical concepts learnt in their course work (Barry, 2012). Moreover, students on teaching practice are required to modify existing theoretical concepts to fit the current situation. However, students on classroom practice can advocate or propose changes in their school’s culture. For instance, Tina should go on and propose cultural changes on issues that she considers the school inadequate. Finally, the case highlights issues of student’s evaluation. The case is built on an ordinary situation whereby schools evaluate performance through test scores. This strategy is unfounded since it does not provide an absolute measure of a student’s capabilities. Tina’s tutor and mentor seem satisfied with the pupil’s score in geography assignments. Moreover, the tutor is satisfied with Tina’s work based on the performance of her students. Thus, the case highlights a major weakness in the school curriculum. The case also highlights the role of education students in identifying such faults. However, most of these faults are not identifiable through ordinary encounters. Indeed most students identify subsequent problems rather than the main problem. In conclusion, the scenario, "silent child” presents an ideal learning situation for education students. The case is built on decision-making issues, which are critical to students and tutor. The scenario emphasizes in the need for Dip students to make independent decisions. Moreover, the case emphasizes on the significance of teaching practice to both the tutors and the students. In particular, a teaching practice is a learning experience for both the tutor and the student. However, students are encouraged to make independent judgment on matters that arise during their teaching practice, such as cultural variation across different schools. The case also highlights the need for students to apply theoretical concepts during the teaching practice. The case also highlights the prevalence of stereotypes in schools and their impacts on learners and tutors. Cultural diversity across different schools also creates the need for flexible teaching methods. The case also highlight conflicts between tutors and their students concerning application of theoretical concepts learnt in the course work. The need to make independent decisions among students also stands out. References Barry, W. (2012). Is Modern American Public Education Promoting a Sane Society, in "International Journal of Science" 2nd Ed. 22: 69-81. Jarvis, P. (2002). The Theory and Practice of Teaching: School and Beyond in the Learning Society. London: Oxford University Press. Kyriacou, C. (1997). Effective Teaching in Schools: Theory and Practice. New York: Sage. Webb, D.L., Metha, A., & Jordan, F. (2010). Foundations of American Education, 6th Ed. Upper Saddle River, NJ: Merill. Read More