University of the Southeastern Philippines
COLLEGE OF ARTS AND SCIENCES
Graduate School Program
A REFLECTIVE ESSAY ON A SOCIOCULTURAL APPROACH TO THEORISING CLASSROOM PRACTICE
Course Title: Approaches, Methods and Strategies in Teaching Literature (AL116) Submitted to: Ms. Rioliza Molina
Submitted by: Sandy Michelle Aguirre
Upon reading the introduction, I was interested to finish the entire reading. Not because it was assigned but because really I got excited and interested. As Rogoff says, (1990) ‘a child’s meaning construction involves a relation between the individual and the social and cultural environments in which each is inherently involved in the others definition. None exists separately.’(p.89). Which means, a person’s classroom practice and participation is related to the kind of environment that he has outside school.
In my view, I would agree to what Rogoff has said, basing on my personal experience in the two types of school that I have attended. When I was in grade school, I have attended in both Private Catholic School and in an Elementary School in a small village.
When I was in that private school, I lived in an exclusive subdivision with the cable TV as my best friend. If I’m not in school, I’ll be just at home watching the MTV Channel, Discovery Channel, HBO, and Cartoon Network. My friends visit rarely and if they do, we just play computer games or watch English movies.
When I was forcibly transferred to a public school, I lived in a small village with no cable, no internet, no English movies and no computers or computer games. So when I am not in school, I’m with my friends and my cousins who only play birus, luksong-tinik and skipping rope.
When I was in a private school, I notice that I participate less in any classroom or school activities. I only talk when called. When I was in a public school meanwhile, I love engaging in group activities whether it’s classroom or school.