Introducing the class to different things used around the world, such as food eaten and clothes worn in different countries, may also help them to understand different cultures, and when possible, organised visits to places such as the local mosque will open their eyes to the cultural diversity that represents their community.
It is also important for the teacher to use appropriate language around the class, as children tend to imitate what they hear. As the term ‘coloured’ is no longer politically correct, the term black or the child’s preferred term should be acknowledged. Doing this will help the child gain positive experiences because he/she is being accepted for who they are.
In addition, Equipment and books should constantly be evaluated for racism. Young children learn about language from the books their teacher makes available to them. Therefore, the books should present a world in which all cultures are portrayed equally. One example of this is books that portray black children in positive roles such as taking the lead of a task or game instead of standing in the background. Books with bi and multi-lingual texts will help children understand that there is more than one written language in the world. These will also help children who speak several languages feel more valued as their home tongue is being acknowledged within the classroom.
Finally, on race, teaching staff must be fully aware of using indirect racial discrimination around the school. This, according to the race relation’s act 1976, is [When a] ‘requirement or condition is applied equally to all, but a considerably smaller proportion of a particular racial group can comply with it compared to persons who are not of that racial group’. Race Relations Act (1976) section 1(1)(B). An example of this is offering only pork sausage for everyone at lunchtime when clearly any Jewish children may not want to eat them and have no alternative.
Another major concern around the classroom is gender typing. The term Gender typing means to categorise according to perceived male and female characteristics. For example, research carried out throughout schools in England suggested that boys in an early years environment preferred to play with cars and lorries, whereas girls of the same age preferred soft toys and dolls. A survey in 1992 also showed that 95% of five-year-old boys believed that repairing cars should only be done by men, while 86% of the girls surveyed thought that only women should sow clothes. The researchers believed that the reason for this was because parents were unconsciously communicating a wealth of information regarding gender-appropriate behaviour to their infants in their efforts to socialise them.
Children are disadvantaged by sex-role stereotyping because it limits their opportunities. If a child is told that he/she cannot do something because of their gender they will believe it and act like it is true. All professional teachers should avoid the gender stereotyping of young children and implement anti-sexist practices. Such practices could include avoiding negative examples of gender within books, nursery rhymes, wall displays and play related learning activities. Good practice should include being aware of the way in which gender stereotypes are being reinforced through language and phrases such as ‘boys don’t cry’ and ‘tomboy’ should be avoided.
Teachers should also ensure not to discriminate children by gender during playtime. For example, directing boys toward the climbing frames, building bricks and construction room whilst encouraging the girls to play in the home corner or library section is bad practice. Instead, let the children decide what they want to play with or try to mix groups of girls and boys together.
The environment in which the children are being taught should also reflect the diversity of the two sexes. Although many primary teachers are female, it is important for schools to asses their staffing and management team as the people who are part of that system reflect role models for the class.
For instance, many children in today’s society are raised in broken homes where the only role model is their mother. They are sent to a school in which their learning environment is generally made up of a teacher and two to three teaching assistants, all female. At dinnertime dinner ladies serve them their meals. Then at playtime individual class teachers who are mostly female supervise them on the yard. If a child falls and grazes their knee, they are sent to the school nurse who is also female. In fact the only time a child experiences any male interaction is with the head of the school, who is normally male, and this is often to be shouted at or disciplined. Although this is neither wrong nor bad, young boys need positive male role models to look up to and schools should try to employ an equal balance of both genders.
Of course racism and gender typing are not the only major prejudiced issues within the classroom. The past couple of years have seen children with special needs being integrated into mainstream schools more than ever. Because of this, teachers are being trained so they have the ability to respond and satisfy children’s every day needs. However, there are many types of special needs and some children may not have special educational needs. Instead they may have a short-term special need caused by things such as a parental divorce or the moving to a new house or town. These needs are just as important and failure to support the child positively may have debilitating consequences such as behavioural problems or emotional social and learning difficulties.
A good teacher should be fully aware of the different types of special needs they may experience. Throughout their years within a classroom one of the more common special needs a teacher will be challenged with is the child with a physical disability. A physical disability, as defined by the Disability Discrimination Act 1995, 97 is: ‘A physical or mental impairment which has substantial and long-term adverse effect on a persons ability to carry out normal day to day activities.’ Malik, H, (1998). This disability may have been caused through injury to the brain, spinal chord or other body systems causing movement to be impaired in some way. If a teacher has a child with a physical disability, efforts must be made to ensure that the learning environment is catered for the safety and well being of that child. This may include help with toilet routines, feeding, sitting and standing and space may need to be created for the movement of braces, crutches, callipers, walking frames and wheelchairs around the classroom.
Children with a physical disability may also have low self-esteem and see themselves as being different to the rest of the class. Because of this teachers must ensure that the disabled child receives the same attention as the other children in the classroom and is encouraged to ask and answer questions whenever possible.
The tone of the voice should not be altered from the tone used with the rest of the class when talking to the disabled child as this may be seen as shouting and may cause great distress. Also, where possible, trying not to refer to the child as the ‘special needs’ girl/boy or ‘the boy/girl in the wheelchair’ will allow the child to feel a part of the class rather than an outcast individual.
Other types of special needs a teacher will experience may consist of children with language and speech difficulties who find it hard to communicate. This may include stammers, mispronunciation of words or not understanding the meaning and structure of the English language. To combat these problems schools should introduce a speech therapist to work with students during school hours and ask the child’s parents to provide help after hours. A classroom assistant could also be designated a one on one period for a small amount of time every day with the pupil.
Of course not all special needs are regarded as negative impairments. The gifted child for example is a child that is achieving standards beyond their chronological age. If a teacher identifies a gifted child within their classroom, an educational programme should be designed to fulfil the child’s potential. Failure to do so may result in the child becoming bored, and boredom soon leads to disruptiveness.
Taking everything within this essay into account, it is vital that teachers plan a curriculum that is meaningful to their children’s values, cultures, languages, race, religion, gender, disabilities and lifestyles. Children need to explore concepts and ideas which will develop their understanding of racism, sexism, disablism and any other forms of oppression, therefore teachers must address negative attitudes and assumptions that focus on differences between us in a positive way.
Equal opportunities applies to every child and it is important for teachers to be positive role models who have the knowledge and ability to select resources that reflect positive images for all children. If this is done correctly it is possible to stop girls thinking they are invisible in society, boys thinking they are the superior sex and black or disabled children thinking they are inferior.
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No problem here
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