Hidden Lives Of Learners

“The Hidden Lives of Learners” On practicum, observations were made on a numbers of classes. These included a year nine low ability class, year ten mid stream class and year eleven boys. Year twelve and thirteen classes were also observed, but not considered for the study as student engagement in these classes was very high with little variation. This was unsurprising in year twelve and thirteen chemistry where the students were facing NCEA examinations and university entrance and were very well motivated. Students for interview were selected from the year nine and year eleven classes. These classes were selected as a number of lessons were spent with the students assisting and teaching and a good relationship, with the students established. All interviewed students were asked to sign a consent form and were informed that answers and identities were confidential and identities would not be linked to answers. It would not affect marks or work in any way. It was explained this study was designed to help me become a better teacher and I was very grateful for there help in achieving that. The questions used were those presented in the 610 Course outline document, Davies,M,. Rozas,C. (2009). The focus of this essay was on the effects on engagement of students

with learning of cultural diversity, whilst also considering adolescent issues which impact upon this. Three students were selected with the following profile; • A Maori

(his description), student with a low degree of

engagement (year 11 male), hereafter referred to as “Tom”. (Maori father, Pakeha mother) • A recent immigrant to New Zealand from Europe with a high degree of engagement (year 9 girl), hereafter referred to as “Mary” • A New Zealand European boy, hyperactive but not diagnosed Attention deficit hyperactivity disorder who was a (year 9 male), who will hereafter be referred to as “Josh”.

Names have been changed to protect identity. The school was a decile eight school, special character catholic, with in general a very high degree of engagement, few discipline problems and a good pastoral structure for students. The students interviewed all appeared well supported by the schools pastoral network and in the cases of the low engagement and learning needs student, these needs were identified and support associated with needs provided.

Motivation varied, as did engagement of students interviewed and it was apparent that in the students interviewed motivating factors were diverse. Mary explained her motivation and reason for being at school as “achieving university entrance and getting a good job”, although she was unsure what it was she wanted do. In her interview, this came up several times and was a strong reason behind her high level of engagement in academic work.

It could be considered that her

answers were in line with the description of foreclosure as described by Marcia and Strayer (1996). Contrasting this were her other answers to questions which indicated a feeling of isolation from her peers. She showed no sign of the “smugly self-satisfied” teenager described by Drewery and Bird (2006). Tom by comparison showed a low degree of engagement in school, viewing it as a “ waste of time”, “something I have gotta do”. His motivation for being at school was social to see his friends , but he did not feel free to say what he wanted in class and was very concerned at “looking cool”. Well liked by his peers he appeared to enjoy his time at school,

despite describing it as a “waste of time” but was disengaged from the learning process, seeing little relevance to his life. At the same time Toms answers showed some confusion of where he wanted to be when he finished school, living very much in the moment. He did express concerns about the future but seemed to consider he had already missed the chance of doing better in school and would get a job with his family. He said, “my dad didn’t do well at school but now did well at his own business” He did not feel the school acknowledged his culture or individuality or were interested in him as a person. When asked what it was that teachers did that put him off learning? He commented, “They always criticise my writing, even in science” (The Interview was carried out during a year eleven science session). He felt school had no relevance to his life and even when he tried at school he was criticised for the same things, mostly presentation. He did enjoy art and technology. The lack of acknowledgement of his personal culture is in contrast to Delpit (1997) who comments “ children have a right to their own language, their own culture”. In the classes observed, which Tom was in, there was no evidence that the teacher included or made use of Maori culture. As noted by Nuthall (2007) “This inclusion could have

provided the bridge between the culture of the school and the culture of his home and extended family” It would be tempting to label Tom as in a state of foreclosure as described by Kroger (1996), but he may also be in a state of identity achievement having decided that school was not relevant to his identity. Tom may also be in a process of circular identity formation cycling as described by Drewery and Bird (2006), as his identity develops. Josh enjoyed school and showed a high degree of engagement. A very happy go lucky teenager his motivation for being at school was that it was fun and he enjoyed being with his friends. In contrast, he found lessons, boring and too long, thought there should be more breaks. His main motivation for coming to school was to enjoy sporting activities and meet girls. Josh was very much in a state of flux, and change. Using Delpit’s (1996) description he would most likely fit into the description of Moratorium, not having settled on any particular path or identity but rather exploring alternatives. In contrast to the other student’s he gave no indication of parental expectation or demands. Nuthall (2007) describes three worlds of the classroom “the public”

which the teacher observes and can manage, the “semi private” revolving around peer relationships, and “the private world of the childs own mind”. The effects and influences of these worlds on the students interviewed varied widely both in intensity and particular effect. Mary conformed to the pressures of her family by doing well at school, she sought the approval of the teacher and in the public world succeeded. She absconded from semi private world of the social interactions of her classmates and avoided her peers. Her private world may be confused as she struggles to fit into the identity crafted for her by her parents. Tom dissociated from the public world and focussed on the semi private world of his peers. In the “private world” his beliefs appeared confused by the adaptation to a hybrid culture was apparent (his parents were Maori father /Pakeha mother). His stated his mother told him he had “wasted” his education, his father had said, “he never did any good at school”, and Tom at this stage identified with his father, and had a low expectation of school. This hybrid culture is discussed by Webster (2008) in “Walking the space between” , where she states.; “true inclusion allows hybrid Maori/Pakeha to live in both Maori-ness and Pakeha-ness in relation

to their social interactions, relationships and cultural practices”. The focus of “Maori-ness” or “Pakeha-ness” and polarisation of culture forces some children to choose between cultures instead of allowing a natural progression of identity. In conclusion, the three students interviewed provided a valuable window into the multilayer worlds of the classroom..The effects of culture, peer and parental pressures impact on the private and semiprivate worlds of the child. So much more is relevant to learning than the delivery of the teacher and by understanding to a limited degree, these three students it is difficult to see how this can be translated to practice for a class as a whole in any one class. Webber (2009) stresses the importance of positive hybrid role models, and the understanding “that ethnic identities do not have to remain fixed in the past but can undergo constant transformation”. If this fluidity can be achieved, it allows students to select the best from their peers, respond to positive role models and not be pigeonholed in to any one group as they travel along the path through adolescence to an identity that fits their individuality. New Zealand society is increasingly multi-cultural rather than bicultural. As aspiring teachers we have a responsibility to provide a

safe forum for this in classrooms “bearing in mind that school experiences are central to shaping ethnic identity” (Weber 2009). Fraser (2008) states “ our classrooms should be places where students feel free to take risks”. The classroom is fundamentally a learning environment impacted by cultural, social and economic factors among others. It is probably impossible for any one teacher to reach all children in the classroom environment (which doesn’t mean he or she shouldn’t try). Sheets (2005) pointed out “The education process not the learners themselves, needs to change to facilitate inclusion and equitable achievement outcomes”.

On a school basis a vibrant mix of culture amongst the teachers would provide positive and diverse role models for the students. In secondary school, this should be a beneficial side effect of multiple teacher contact.

References Nuthall,G. (2007) The hidden lives of learners. NZCER Press, New Zealand Council for Educational Research Wellington New Zealand Webber,M.(2008) Walking the space between. NZCER Press, New Zealand Council for Educational Research Wellington New Zealand Marcia, J. E., & Strayer, J. (1996). Theories and stories. Psychological Inquiry, 7 (4), 346-350. MgGee C., & Fraser D. (2008). The Professional Practice of Teaching (3rd Edition) Cengage Learning Australia Sheets, R. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process. Boston, MA: Pearson Education Delpit, L.D. (1997) The Silenced Dialogue: Power and pedagogy in educating other people's children. In A. H. Halsey, H. Lauder, P. Brown and A.S. Wells (Eds.), Education: Culture, Economy, Society, (pp. 582-594) Oxford University Press. Drewery, W., & Bird, L. (2006). Adolescence. In Human development in Aotearoa: A Journey through life. (pp. 223-256). Australia: McGraw Hill Australia Pty Limited. Kroger, J. (1996). Identity, regression, and development. Journal of Adolescence, 16, 203-222.