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Aed 204 Appendix D

By bakeriup11 Mar 17, 2013 1629 Words
Justin VillaNeuvaAssociate Level Material
Appendix
| |Socioeconomic Classes |

Questions |Unemployed and Homeless |Working Class |Middle Class |Upper Middle Class |Upper Class | |Who is most likely to be a part of this socioeconomic class? |The portion of the population who suffers the most from the lack of a stable income or other economic resources is the unemployed and homeless. The long-term poor fall into this group; many others are temporarily in poverty because of a job loss or family illness. | The working class is those that require manual work for which income varies widely, depending on the skill required in the specific job. The factor that is most important in the description of the working class is the sub- ordination of members to the capitalist control of production. These workers do not have control of their work |Most Americans move in and out of a variety of family types over the course of their lives—families headed by a divorced parent, couples raising children out of wed- lock, two-earner families, same-sex couples, families with no spouse in the labor force, foster families, and families headed by grandparents.

|Professionals, managers, and administrators are the elite of the middle class. They rep- resent the status that many who are concerned with upward mobility are trying to reach. |The upper class is comprised of two groups. One group includes the individuals and families who control great-inherited wealth; the other group includes top-level administrators and professionals. | |How do teacher expectations positively or negatively impact this socioeconomic class? |Such students should not be blamed if they show acceptance, resignation, and even accommodation to their poverty as they learn to live with their economic disabilities. I believe that this group can be determined how well the teacher does to motivate the student. |They want to be success- full and often hope that their children will not have to spend their lives in a factory. Mistakenly, they are often perceived by others as authoritarian and intolerant of civil rights. This can be the hardest to impact this student, the parents are working and the student is alone for most of the night after school. Students not classified as middle class are often viewed as not able to achieve at high academic levels. |The teacher’s expectations of the student in this class can go either way, negative or positive. The teacher’s impact determines the student’s success. |In most cases, the student comes from a success driven family. The teacher really has less of an impact than their family on their success. The student is also normally driven to do well on their own. |They are well educated, although a college degree is not essential. The educational mark of prestige is attendance at the elite private prep schools. These students are given the most encouragement and demand toward greater success. Students from the upper middle class usually benefit from a teacher’s judgments because they are expected to perform better in school, are treated more favorably, and perform at a higher level in most cases.

| |How does tracking positively or negatively impact this socioeconomic class? |The learning environment is often uninviting, boring, and not challenging. Rather than preparing these students to move to higher-level courses, these courses keep them at the lowest level of academic achievement. |Tracking also occurs when students are assigned to classes based on their perceived intellectual abilities or other characteristics such as speaking a language other than English or having a disability. |Middle-class students have disproportionately high representation in gifted and talented programs while African Americans, Latinos, students from low-income families, and English language learners comprise the majority of the students in low-ability classrooms. | Upper-middle-class parents, often fight efforts to detract schools. According to Welner (2001), this resistance occurs “because distracting is fundamentally redistributive—altering how schools allocate their most precious resources, including time, teachers, materials, and high-achieving students” |Tracking benefits most the students whose families are already privileged and the most powerful in the community. Students in the gifted and advanced programs are academically challenged in their courses with enrichment activities that encourage them to develop their intellectual and critical thinking skills. | |How is financial support for schools serving this class different from or similar to from the other socioeconomic classes? |The United States last among developed countries in the gap between the qualities of schools for high- and low-income students (National Commission on Teaching and America’s Future, 2004). | Other students in poor communities within stingy states are supported by $3,000 or less per year in funding for their schools. |The middle class is stuck between not affording private schools and not being able to have a good education in the public school |The few U.S. students who live in high-income com- munities within generous states attend public schools funded at $15,000 or more per student per year |The upper class is able to afford better private schools. Therefore the higher per-pupil expenditures, better teacher salaries, more educated and experienced teachers, and smaller class and school sizes are strongly related to improved student learning. | |How well does the curriculum reflect this socioeconomic class’s experience? Explain your answer. |Most low-income students, especially those in urban areas, have learned how to live in a world that is not imaginable to most middle- class students or teachers. Students need to see some of their own cultural experiences reflected in the curriculum. | Low-income students should receive priority time from teachers and have access to the necessary resources to become academically competitive with middle-class students. |The curriculum and the textbooks usually focus on the values and experiences of a middle-class society. They highlight the heroes of our capitalist system and emphasize the importance of developing the skills to earn an income that will enable students to soon own the home, car, furniture, and appliances that have become the symbols of middle-class living. |Often overlooked are the experiences that students bring to the classroom. School is not the only place where students learn about life. |All students should be encouraged to read novels and short stories about people from different socioeconomic levels. When studying historical or current events, they should examine the events from the perspective of the working class and those in poverty, as well as from the perspective of the country’s leaders. | |What changes need to be made to the curriculum for this socioeconomic class to receive an equal educational opportunity? |Educators also need to pay attention to the curriculum. Too often, low-income students are placed in remedial programs because of discriminatory testing and placement. Pay attention to the curriculum. Too often, low-income students are placed in remedial programs because of discriminatory testing and placement. |Educators must consciously review their expectations for students and their behavior toward students from different levels of SES to ensure that they are not discriminating. |Instructional methods and teaching strategies may vary greatly, depending on the environment in which students live. It is essential that all students be provided with a quality education. |The curriculum does not serve students well if it reflects only the perspective of middle-class America. Students need to see some of their own cultural values reflected in the curriculum, in addition to learning about the cultural values of the dominant group. |Class-consciousness is strongest among the upper classes, whose members know the value of solidarity in the protection and maintenance of their power and privilege. | |

Teachers tend to think quickly about how well their students can achieve. As a teacher, it is extremely important to not judge so quickly to how well a student can achieve. We need to find a way to interest and give inspiration to our teaching materials. I know that you can not do that with every lesson that you teach, yet you should be able to provide a motion that if a teacher is excited about teaching the lesson, then more likely the class will be excited to see what the teacher will provide. As can see from above, we need to treat our students as equals no matter what their status. The curriculum can be so important to how a child succeeds along with equality. The curriculum can be difficult to create because of how the students are at the time. For example, we need to judge how quickly a teacher can go through the material without going too slow that the students would get bored or too fast that the students would get frustrated. I have found out from this assignment that the higher the status you are, the more support that they are given. It seems kind of backwards. The lower class needs more money to replace what their parents are not able to provide. Instead we give more to those that already enough. I believe that we need to help setup a system of schools that are truly based on what we need to provide to help each and every student succeed and to keep achieving. There are many changes that need to be made to do so. For example, we need to provide the best possible education and curriculum. We also need to find what will work in the school systems all across the United States rather than just one area or school district. As I was reading, it said that we are one of the lowest achieving countries in the world. It seems rather odd that we have all this power, money, and ability, yet we do not help our future in any way. We lower funding for schools that do not do well on state standardized testing, yet maybe we need to fund them more to see the results improve.

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