Social Class Lesson and Implications Report

A Lesson Plan

Nowadays, the integration of social concepts is important in the modern classroom. Paying attention to gender and diversity is critical, as nowadays, these notions are substantial aspects of social values. In this instance, it is reasonable to propose a multicultural program to educate the students about a plethora of ethnicities and to enhance “respect for all human cultures” (Jones, 2015, p. 109). Suitable subjects are social studies, history, and arts. Based on the factors provided above, the primary goal of the lesson/program is 1) to help students learn about new cultures; and 2) develop new concepts and involve students in the interactions.

The materials used are interactive board, classroom (space), and art supplies. As for the objectives, they are

1. students will have to keep special diaries to reflect their thoughts and ideas about different cultures;
2. learning about new cultures and taking advantage of the modern technology; and
3. introducing tasks, which will engage all students in the learning process equally.

Speaking of various comprehensive integration strategies and activities, these aspects will involve

1. keeping a diary of their thoughts, stereotypes, and feelings about different cultures;
2. designing posters representing the integration of cultures in the modern community (group work);
3. presenting students a new culture every week;
4. engaging students in partner talks and discussion to understand the significance of diversity and equality and develop creativity (Jacobson, 2014); and
5. writing a reflection essay to understand the learning outcomes of the program.

Lastly, assessment methods have to be proposed. One of them is depicting students’ changes in the behavior by using observations (Completely kindergarten, 2016). At the same time, the teacher can consider self and peer assessments as possibilities, and this approach can be implemented by sharing the final essays. Using checklists with all objectives will have a beneficial impact on the understanding of the effectiveness of the instructional style.

Implications of Social Class on Schooling

To enhance the learning environment in the classroom, one has to consider the implications of social class on schooling. One of the effects is the fact that belonging to a low socio-economic class creates a perception of exclusion (Kane, 2014). This matter occurs since parents do not have enough financial resources to contribute to the child’s social image and learning (Kane, 2014). Consequently, this aspect creates a wrong perception of a student in the classroom and leads to the elevation in stress levels.

Thus, another implication is a correlation of the social class with the academic performance (Rothstein, 2016). The studies conducted in the past indicate that “students’ family characteristics” have a substantial influence on academic excellence (Rothstein, 2016, p. 1). Therefore, the presence of this issue is highly related to the different approaches parents attain in raising children (Rothstein, 2016). Having dissimilar values affects the family’s perception of education and contributes to expanding the gap in academic excellence. It could be said that a social class not only influences the perception of a student in the classroom but also contributes to the low grades and lack of the particular skills required for successful learning.

In the context of the presented lesson plan, the most suitable approach is treating all students equally in the classroom. In the case of misunderstanding, the topic of equality has to be raised within the designed lesson plan to explain its significance to the students. At the same time, learners with low socioeconomic status have to be actively integrated into group activities. This approach will help avoid exclusion and make the students a critical part of the class community.

Instructional Strategies to Avoid Gender Bias

Despite the pivotal influence of social class on one’s academic achievements, one cannot underestimate gender bias as a social phenomenon. The formation of gender identity is a continuous process, which takes place with the assistance of the interactions (Ronnlund, 2015). In this case, one of the instructional strategies is conducting discussions as a part of the multicultural program. One of the topics of the lesson might discuss the definition of gender in every culture. Using this approach will have a beneficial impact on the understanding of modern social norms.

Another method is integrating students of all genders in the discussion equally. For instance, a teacher should avoid asking stereotyped male questions to male students. The constant reinforcement of stereotype thinking might negatively affect the possibility of the development of an equitable classroom. Thus, a teacher has to pay substantial attention to his/her actions and statements, as it might hurt gender identification among students (Russel & Horn, 2016).

To eliminate the possibility of unrealistic and cosmic bias, one has to consider presenting realistic case examples. For instance, the teacher has to stick to the accurate depiction of a country or region when on its cultural preferences, customs, and gender identity. Adding extra information in the form of opinions will affect the development of the stereotypes in the classroom (Russel & Horn, 2016).

In this case, taking advantage of classroom technology will help portray the behavior of males and females in different countries. Based on the instructional strategies highlighted above, it could be said that the development of gender bias is dependent on the teacher’s actions. Thus, applying the described instructional strategies will help avoid seven forms of bias and contribute to the cultivation of an equitable classroom.

A Method of Conceptualizing the Lesson in Terms of Diverse Social Groups

It could be said that a proposed lesson plan can be conceptualized in the classroom. In this case, the diverse preferences and cultural specifics have to be considered when proposing activities. The initial goal of the program or lesson is to highlight the significance of diversity in modern society. The students can select the country or ethnicity, which interests them the most. At the same time, they have to compare it with their own culture. For instance, it remains apparent that Muslims’ culture and religion form particular associations. In this case, the students of this social group can take part in the discussion and compare their customs with the others in the classroom. Simultaneously, the learners of other social groups can also participate in the debate and present their opinions respectively.

In turn, students can draw what they think about different cultures. Using a concept of discussion and art studio will create a relaxed atmosphere in the classroom. The students will be free to share their knowledge and opinions. As for the teacher, he/she would be the one, who supplies the students with the required materials and information in the form of the presentations. Thus, the students will be in control of the discussion, and the teacher will navigate the debate when it changes its flow to the wrong topic.

References

Completely kindergarten: kindergarten curriculum guide. (2016). Web.

Jacobson, E. (2014). What effect will talk partners have in the primary writer’s workshop.

Jones, J. (2015). Infusing multicultural education into the curriculum: Preparing pre-service teachers to address homophobia in K-12 schools. International Journal of Multicultural Educations, 17(3), 107-119.

Kane, J. (2014). Social class, gender, and exclusion from school. London, UK: Routledge.

Ronnlund, M. (2015). Schoolyard stories: Processes of gender identity in a ‘children’s place’. Childhood, 22(1), 85-100.

Rothstein, R. (2016). Class and the classroom. Web.

Russel, S., & Horn, S. (2016). Sexual orientation, gender identity, and schooling: The nexus of research practice and policy. Oxford, UK: Oxford University Press.