Hidden Curriculum in American Schools
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This paper looks at three factors that influence the so-called "Hidden Curriculum", that are teacher philosophy, student learning styles, and having within the classroom children with special needs. The writer discusses that these factors shape the "hidden curriculum" in various ways: with regards to teacher philosophy, a teacher's world-view and conceptions of what is appropriate and inappropriate classroom behavior and instruction can lead to students quickly realizing that some activities are not acceptable (even if the "rules" have never been laid down explicitly).
From the Paper:"... with regards to student learning styles and their impact upon the hidden curriculum, a teacher who is cognizant of different learning styles may ultimately prove to be more effective at subtly conveying to students attitudes and beliefs that are tolerant and cosmopolitan (simply because the realities of his or her classroom provide no other option); finally, turning to special needs children, a classroom replete with special needs children may indirectly lead to a classroom environment in which children with special needs internalize negative self-images because they cannot master the subtleties of the Hidden Curriculum as some of their colleagues can. In the final analysis, the vagaries of the classroom, the vagaries of the teacher, shape the Hidden Curriculum to an extent most of us can scarcely imagine."
Cite this Analytical Essay:
Hidden Curriculum in American Schools (2007, December 01) Retrieved April 21, 2021, from https://www.academon.com/analytical-essay/hidden-curriculum-in-american-schools-136357/
"Hidden Curriculum in American Schools" 01 December 2007. Web. 21 April. 2021. <https://www.academon.com/analytical-essay/hidden-curriculum-in-american-schools-136357/>