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Drawing upon your own educational history and relevant literature, critically explore how factors such as class, gender and race - Essay Example

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A Thoughtful Reflection of my Educational Journey My education began in my native land, China, at age 7. I was born in China in 1992 and stayed until 2003. Our educational system is very different from the United Kingdom’s. China’s system grouped children together according to their abilities…
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Drawing upon your own educational history and relevant literature, critically explore how factors such as class, gender and race
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Drawing upon your own educational history and relevant literature, critically explore how factors such as class, gender and race

Download file to see previous pages... It is believed that grouping students is one way of promoting collaborative learning, active engagement with learning materials, critical thinking and communication” (McCroach, O’Connel & Levitt, 2006). Each class had about 50 children who were positioned by gender alternately. This means, boys sat next to girls and are not isolated from each other and we’re not isolated from each other. A typical school day in China begins at 7 in the morning when all the students assemble for morning exercises. Lessons begin at 7:30 thru 11:30 when they break for lunch. Children go home and come back at 2:30 in the afternoon to resume their lessons until 5:30 pm. The rigorous routines actually prepare children for the world of work which they will encounter upon graduation from their schooling. A hidden curriculum teaches them to persevere throughout their academic life so that they acquire the necessary skills when they venture onto their future careers. The school day focuses on Literature and Maths as the main subjects, along with Physical Education, Science, Geography and many others. I was subjected to this routine for three years until I came to the UK at age 10. My first school in this foreign country was in a small town called Fenstanton in Cambridgeshire. The Fenstanton and Hilton Primary School was adjudged a good school by Ofsted standards this year (2013). Most of the students are White British and Ofted reported that “none are at the early stages of learning English as an additional language” (p. 3). This was a far cry since the time I joined the school. In my time, since I was not adept in the English language, I had difficulties understanding the lessons. It was a good thing that classes were smaller that we can all sit in small groups. To help me cope with my language difficulties, a teacher sat next to me during tests to help me understand the questions. This difficulty became a barrier for me from achieving the grades I needed. My teachers also thought I was not academically prepared, so I missed my chance of taking the 11+ and entering grammar school for my secondary education. This is a case of teachers expecting me to fail, so they did not bother anymore to help me through. The expectancy-value theory of achievement and motivation was developed by Wigfield and Eccles (2002). It states that: “ one’s expectations and values in educational achievement are influenced by the social context they live with (parents, teachers, peers, community, etc.) and previous academic achievement. In turn, such expectations and values influence the way one performs and persists in his academic life as well as choose his academic career” A year later, I moved again to a different school, this time, in Essex, Maldon. The school was called the Plume school. It was the only secondary school in Maldon and it was a comprehensive school. My difficulties in language caused me to be placed at the bottom set for the majority of my subjects such as English and Science. However, since Maths had the language of numbers, which I am adept at, I was placed in the top set for this subject. I continued to receive support from teachers with learning English as a second language to help me improve in my comprehension of language and literature. This was mandated by the government because of ‘Languages for All’, a consensual policy backing the National Language Strategy of 2002 in the UK which finds full expression in secondary ...Download file to see next pagesRead More
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