Learning differences in a given learning environment Essay

Learning differences in a given encyclopaedism environment - Essay fashion modelDebates exist on whether it is the parental or teacher responsibility to effectively educate all these differences in student encyclopedism. Teachers expectations/stereotypes whether conscious or subconscious may serve to either support all these scholarship differences in a mutual breeding environment or may advantage some to the injury of others. According to the theory of critical pedagogy which attempts to tailor the educational environment according to students lived experiences, most educators do not consciously attempt to disadvantage students who come with non-dominant cultural, economic, ability differences yet since all of these students are set(p) within a dominant culture they may or may not receive the comely attention required. Due to dominant curriculum content/narratives and norms of thinking which serve to stream non-dominant students into lower learning tracks and socializes them as such, many students fall between the cracks of the educational system and do not get their replete learning potential realized.According to several critical pedagogical theorists the role of most schools is one in which the values of society with all its inequities are reproduced. Instead of focusing on the Zone of Proximal evolution as described by Russian psychologist Lev Vygotsky (1962) and Giroux (1998) teachers simply do not have all the acquaintance base resources available nor the financial incentive to pay due attention to these important factors. Although working in the same time frame as Piaget, Vygotsky focused on cultural influences on cognitive stages of breeding in thinking (Santrock, 2008 Vygotsky, 1962 1978). For Vygotsky culture specifies what to think, how to think and the means by which individuals think. For this reason, language is considered by him to be an inwrought element in the learning process since it represents the means by which the adult guides the child through the learning process (Santrock, 2008 Vygotsky, 1962). This illustrates that students who have a second or third language that they are exposed to at home learn differently than those exposed to English only. Since language is the primary means, according to Vygotsky, of bright faulting then language has a direct impact on learning. Children use internal speech and practise their parents speech so they start teaching themselves through the use of this self-talk. Development according to Vygotsky, means that children in stages become adapted through language to their cultural background and effectively to the learning environment. This theory differently known the sociocultural or social cognitive approach illustrates the importance of culture and language in the learning process. Teachers who address language and cultural differences in their teaching by recognizing and effectively including these understandings within learning are being effective educators (S antrock, 2008 Vygotsky, 1962 1978). Another important factor is the role of socio-economic backgrounds. According to Giroux (1998) schools should do much than simply replicate the stratification existing in society by emphasizing values of competition, individualism, and intellectual consumerism. Instead schools can and should promote a sense of democratic community for teachers and students (Giroux & Schmidt, 2004). This inevitably means