Social and Intellectual Barriers in the Classroom Essay

Peggy Orenstein's "female student" is a book about adolescent girls, low self-esteem and low confidence that interferes with positive self-image and leads to a decline in academic performance. Orenstein compares and contrasts the experience of girls from two different junior high schools, Weston and Audubon, and finds that factors like family, culture, teacher's attitude and social class have different influences on girls . By looking at Audubon and Weston from an academic point of view, people will find more obstacles between Audubon students and education than Weston students.

Students are looking forward to the class but they are getting close to uncontrollable classes: "I am tired of giving your classes to your people ... who will help you I do not know if I brought up, but everyone removes it "(141). Mr. Raynes respects traditional teaching methods and believes that her students learn by reading out-of-date textbooks and transferring answers in books to worksheets. She did not adjust her teaching style to suit the needs of the student. Most of them are because the course is good or hardly passed. More importantly, Rene does not recognize the possibilities of students. It is harmful to insult her students to stupidly raise their parents in some way. Students in the Raynes class already know that they are not worth. For that reason, doing homework mistakenly is a way to fulfill her expectations for the classroom.

In addition, the government has reduced the students of Audubon to mechanical operations - they allow students to go to the class soon so that they can go to the next level. As Audubon's educational level tends to "educate these children's courses, ideas and ideas," it does not matter whether students actually learned something.

Students are not only intellectuals but also society and emotional people, they still acquire a wide range of knowledge, social and emotional skills. Although we can not manage the development process, we can arrange the atmosphere of the classroom in a manner suitable for development. Indeed, many studies show that the climate we create will affect our students. Bad climate may interfere with learning and performance, but students' willingness to learn increases if there is a positive atmosphere. To apply this principle, consider the following guidance tips.

Ambrose examines the social and emotional context of the learning environment. The learning designer must consider two things, the growth of the student and the atmosphere of the classroom. Learners are not mere intellectuals, they develop socially and spiritually. Some of Ambrose's proposed strategies are designed to design an environment that learners feel safe even if they fail but learners encourage students to view problems from different perspectives and the learner is aware that things are right or wrong I do not think

It is clear that there are many different barriers to learning science through classroom observation and broader reading. These barriers can be caused by various factors such as cognitive development, practice, economics and psychosocial society, especially motivation and relevance of the subject. In 1956, Benjamin Bloom proposed a hierarchy of educational goals to order cognitive processes from simple to high level thinking skills (Capel et al., 2009, p. 254). The classification pyramid (Appendix 2) holds knowledge as a basis for higher level cognitive skills, analysis, comprehension, and evaluation as advanced skills.

The curriculum defined in the UDL literature has four parts: educational purpose, method, teaching material, and evaluation. UDL aims to increase learning opportunities by reducing barriers and other barriers to physical, cognitive, intellectual and organizational learning. The principle of UDL also helps to practice comprehensive practice in the classroom. The Universal Learning Design is called the name in US laws such as the 2008 Higher Education Opportunity Act (Public Law 110-315), the 2004 Re-approval of the Disabled Education Act (IDEA), the 1998 Technical Act. . There is an emphasis on equal access to all students, accountability required by IDEA in 2004, and legislation to ensure that children are not late.