Factors Affecting Hidden Curriculum Essay

The concept of enigmatical curriculum stems from the ideas of commode Dewey (1859-1952), notably his concept of collateral development (Combleth, 1984). The inscrutable curriculum comprises value, modes of behavior, beliefs, and skills that students learn at informhouse but which ar not taught through ordained channels (Combleth, 1984 Myles, 2001).Researchers and theorists convey identified both positive and damaging effects of transcendental curriculum, ranging from much triumph in the working(a) world ascrib fitted to competitive environments at drillhouse (jenny wren, 1999), to reinforcing the socioeconomic status into which the students were born (Anyon, 1980), to undermining intellectual phylogenesis (Combleth, 1984). Because these effects be so pronounced, prudence must be paid to recognizing those elements of the encyclopaedism environment which impact hidden curriculum.This typography examines eight of these factors teacher expectations, definitions of acceptable school agency behavior, teacher questioning techniques, school close, partition of the school day, bring in, curricular inconsistencies, and sexuality warp. Teachers expectations of their students, in terms of critical calling skills, doubtlessly play a role in hidden curriculum. Anyon (1980) examined five fifth club classes in schools of varying demographics.She found that, in schools comprised of students from working-class families, teachers expected nothing more than rote committal to memory of facts. In schools serve students from middle-class families, teachers expected students to be able to re-explain concepts in their own words. Teachers working with students from upper-class families, however, emphasized critical thinking. Anyon (1984) cogitate her study by remarking that the antithetic expectations in these schools reinforce the expectations of the social class into which these children were born. diametric teachers have different rules regarding wh at constitutes acceptable classroom behavior, and these guidelines affect hidden curriculum. In her study, Anyon (1984) to a fault considered classroom behavior. She found that students from upper-class schools were primarily allowed to make their own decisions about how beaver to accomplish their work they could leave the room when they mandatory to, they were allowed to get any supplies they needed for themselves, and they were further to ask questions.Through their guidelines for classroom behavior, teachers in these schools emphasized that students were in dissipate of their own destiny and must limit for themselves their best course of action (Anyon, 1984). unrivaled of the negative consequences of the hidden curriculum remark by Wren (1999) and Combleth (1984) is that students often blindly accept what is cosmos taught in the official curriculum. Some students, then, be not learning how to question what is be taught, how to look for inconsistencies in theories, and h ow to think for themselves.This consequence can ensue from how teachers ask questions. Questions that require matchless-word answers would tend to location value on rote memorization of facts and the acceptance of the teacher and textbook as authority. Questions that require short answers responses or questions border as why do you think would encourage students to think for themselves and engage with the tangible in a meaningful way. Wren (1999) remarked that school culture has a healthy influence on the hidden curriculum.For the purposes of his study, he defined culture as the values and symbols that have an effect on students and educators perceptions of the school environment (p. 593). This culture is manifest in the traditions and rituals of the school that are passed down from contemporaries to generation pep rallies, graduation ceremonies, the school motto, school policies, yearbooks, school newspapers, and faculty handbooks, to do but a few.Wren did not examine the effect of school culture on hidden curriculum rather, he encouraged educators to take note of the presence, or absence, of traditions in their own school and encouraged them to appraise the meanings they imparted on the school community. Loporchio (2007) supplyd an enkindle perspective on the yearbook demonstrate in particular, mentioning many elements that affect hidden curriculum the assimilation process mingled with teachers and students outside of the classroom, representations of the entire student corpse or just a subscribe to few individuals, and extracurricular activities and their value.Combleth (1984) mentioned the segmentation of the school day with supposedly separate subjects being assigned fixed time periods as one of the factors touch on hidden curriculum. though Combleth did not expand on this comment, one could argue that separating subjects as they are traditionally done leads to a compartmentalization of knowledge. Skills and ideas knowing in one class are not necessarily used in another.Though this manner of scheduling is convenient, students are not encouraged to draw link between what they learn in different classes, for example links between historic events and trends in literature. In his book given to the subject of tracking and the hidden curriculum, Rosenbaum (1976) argued that tracking is the element that most strongly affects hidden curriculum. Based on their placement in various tracks, students create friends, become abstruse in extracurricular activities, participate in different types of field trips, and are perceive differently by staff and students.In the same vein, Combleth (1984) claimed that schools, even though purporting to provide equal opportunity for all students, very convey the message that some students are more equal than others through their tracking procedures. Curricular inconsistencies can also set in to hidden curriculum. Combleth (1984) gave an example of a sibyllic text book that highlig hts freedom of rescue as a defining character of political democracy and yet ignores or disparages activities of modern dissenters (p. 30).This text book sends contrasted messages to the students Is freedom of speech and the resultant efficacy to take issue with prevailing hegemonies a value to be lauded or to be denigrated? Chapman (n. d. ) provided many examples of behaviors and objects that reveal gender bias in education dividing students by gender praising girls for being neat and tranquillize praising boys for thinking independently regarding self-assertive behavior from girls as disruptive exploitation textbooks with gender bias, and interacting with students differently based on their gender, to name but a few.In all of these instances, teachers and administrators send the message that girls and boys are treated differently, that certain behaviors are not appropriate for girls (or boys), and that girls are unequal to boys. The socialization process is thereby reinforci ng gender stereotypes that hunting lodge at large has striven to eliminate.These eight factors affecting hidden curriculum touch on different elements of the educational system ranging from classroom experiences and interactions between students and teachers to how administrators set up school scheduling and policy. Teachers and administrators must examine the hidden curriculum particular to their school. Are students being encouraged to live up to their latent? Are societal biases related to gender and socioeconomic status being questioned or reinforced? Are students being fain for the work environments of their future?