The document discusses gender equity versus equality in education. It describes two different school approaches: School A treats all students equally, while School B individualizes learning and employs different teaching methods for boys and girls. The document also identifies instances of gender inequity, factors that perpetuate inequity like teacher training and socioeconomic stereotypes, and suggests ways for teachers to promote equity like allowing wait time and avoiding stereotypes.
Gender Inequity; Defining and Overcoming Obstacles.Abdelmjid Seghir
A Presentation dealing with the problems related to Gender Inequity in education. I gave this presentation during a conference under the theme of Gender Equity in Marrakech. (January, 2013.)
Gender Inequity; Defining and Overcoming Obstacles.Abdelmjid Seghir
A Presentation dealing with the problems related to Gender Inequity in education. I gave this presentation during a conference under the theme of Gender Equity in Marrakech. (January, 2013.)
Curriculum DevelopmentAssignment ThreeSubmit both assignments OllieShoresna
Curriculum Development
Assignment Three
Submit both assignments on the same document
Part One:
Hidden Curriculum-
Describe the hidden curriculum of your institution, either in regards to students or yourself. How is it evident? How does it affect the students? How does it affect you? The paper should be around TWO pages. Refer to the Hidden Curriculum Article.
The Hidden Curriculum Article
In schools, there are numerous factors that impact instruction. From poor nutrition to teacher expectations, the factors pour in. While all these factors influence instruction, the students must still learn and the educator still needs to teach students the state standards. During the last few decades the way we educate children has evolved, so the definition of curriculum has evolved as well. In the early 1900's "specialists in the field began to differentiate among various kinds of curricula: planned and unplanned (the hidden curriculum) and technical and practical learnings" (Wiles, 2002, p. 23). This hidden curriculum is what many educators are now focusing upon. Once educators understand how to teach curriculum, then they need to learn about the unplanned curriculum that can keep their students from learning in school.
Hidden Curriculum is not the information that is in a textbook, but the information students learn through the world. Seaton explains that, "We know that many of the most potent messages students receive are not communicated through the explicit curriculum and it's content. Rather, the messages are part of the hidden curriculum"(2002, p.1). Students learn from watching television, surfing the Internet, listening to adults, and from the actions of society. We do not always give messages intentionally, but we express them through our emotions, attitudes, and actions. This information sometimes hampers students from learning the curriculum that their educators are trying to teach to them. That is why it is imperative that educators learn about hidden curriculum and how they can try to combat any of the factors they can.
Teacher attitude plays an integral part on how well students learn. If a teacher is excited when teaching a concept, then the students will sense it and become excited about the concept as well. Gourneau describes her study of educators' attitudes, where there were five attitudes that the best educators shared. These five attitudes were, " a genuine caring and kindness of the teacher, a willingness to share the responsibility involved in a classroom, a sincere sensitivity to the students' diversity, a motivation to provide meaningful learning experiences for all students, and an enthusiasm for stimulating the students' creativity"(2005, p. 3). Unfortunately, not all teachers possess all of these attitudes; therefore, the students are exposed to other attitudes that may be negative. Students feel more secure when their teacher has these attitudes and therefore they are able to learn comfortably. When students are provided ...
Corporal Punishment Is Not the Right Way6Corporal Pu.docxvanesaburnand
Corporal Punishment Is Not the Right Way
6
Corporal Punishment Is Not the Right Way
Omar Alghamdi
Portland State University
Ken Blom
WR 121: College Writing
23 Feb, 2017
Corporal Punishment Is Not the Right Way
A dentist from Saudi Arabia named Ibrahim Mohammed says that when he was seven-year-old, he did not use to do his homework. Then, one of his teachers had spanked him every time he came to school without doing his homework. After a while, Ibrahim says that being forced to do homework and study make him transfer to private school where corporal punishment is not allowed. Currently, corporal punishment is not allowed in Saudi Arabia and United Arab Emiratis. Corporal punishment is not allowed in 117 countries (Corporal Punishment, (2003). However, in the United States, there are 19 states that allow teachers to hit children, says Nies (2012). Shockingly, children can be hit in almost half of the United States. According to Morones (2013), 223,190 students were hit in schools in 2006 in the U.S. Some people think that spanking children is the right way to discipline children. However, many others have suffered from this discipline and did not find it useful. I have heard that a lot of people had left schools just because they did not want to be hit by their teachers. Studies show that hitting children in schools would cause some of them to leave schools (Corporal Punishment, (2003). The fact that some children leave schools because they are being hit and hit by their teachers seems like a harsh truth about corporal punishment in schools.
According to Stephanie Pass, best practices in mental health (2009), corporal punishment is defined as “the use of physical force with the intention of causing a child to experience pain but not injury for the purposes of correction or control of the child’s behavior”, say Straus and Kantor. There are many reasons why teachers use corporal punishment in schools. When children do not do their homework, some teachers may discipline them by spanking. Some of them spank using their hands, and some others might use a tool such as a piece of wood. Experiencing one of these two sides would cause people to have an opinion about this reality. A lot of people have been spanked in schools when they were children. Some of these people say that it was helpful and it encouraged them to take the right path. Corporal punishment should not be allowed in schools because it teaches children wrong habits, it increases aggressiveness, and it tends to be racist when black students get more punish than others.
The first reason why corporal punishment should not be allowed in schools is that this kind of discipline teaches children wrong habits. When children see their teachers using spanking as a way to control them, obviously they would learn that everything could be controlled by power, and that is not what it is. Teachers should teach children why they must respect each other, and why they have to respect their.
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, predetermine outcomes, and craft rubrics before having met the students. We reduce students to data.
5 things we can do to create more inclusive spaces in education:
1) Recognize students are not an undifferentiated mass.
2) For education to be innovative, at this particular moment, we don’t need to invest in technology. We need to invest in teachers.
3) Staff, administrators, and faculty need to come together, across institutional hierarchies, for inclusivity efforts to work. At many institutions, a faculty/staff divide is one of the first barriers that needs to be overcome.
4) The path toward inclusivity starts with small, human acts:
* Walk campus to assess the accessibility of common spaces and classrooms. For example, an accessible desk in every classroom doesn’t do much good if students can’t get to that desk because the rooms are overcrowded.
* Invite students to share pronouns, model this behavior, but don’t expect it of every student.
* Make sure there is an easy and advertised process for students, faculty, and staff to change their names within institutional systems. Make sure chosen names are what appear on course rosters.
* Regularly invite the campus community into hard conversations about inclusivity. For example, a frank discussion of race and gender bias in grading and course evaluations.
5) Stop having conversations about the future of education without students in the room.
Curriculum DevelopmentAssignment ThreeSubmit both assignments OllieShoresna
Curriculum Development
Assignment Three
Submit both assignments on the same document
Part One:
Hidden Curriculum-
Describe the hidden curriculum of your institution, either in regards to students or yourself. How is it evident? How does it affect the students? How does it affect you? The paper should be around TWO pages. Refer to the Hidden Curriculum Article.
The Hidden Curriculum Article
In schools, there are numerous factors that impact instruction. From poor nutrition to teacher expectations, the factors pour in. While all these factors influence instruction, the students must still learn and the educator still needs to teach students the state standards. During the last few decades the way we educate children has evolved, so the definition of curriculum has evolved as well. In the early 1900's "specialists in the field began to differentiate among various kinds of curricula: planned and unplanned (the hidden curriculum) and technical and practical learnings" (Wiles, 2002, p. 23). This hidden curriculum is what many educators are now focusing upon. Once educators understand how to teach curriculum, then they need to learn about the unplanned curriculum that can keep their students from learning in school.
Hidden Curriculum is not the information that is in a textbook, but the information students learn through the world. Seaton explains that, "We know that many of the most potent messages students receive are not communicated through the explicit curriculum and it's content. Rather, the messages are part of the hidden curriculum"(2002, p.1). Students learn from watching television, surfing the Internet, listening to adults, and from the actions of society. We do not always give messages intentionally, but we express them through our emotions, attitudes, and actions. This information sometimes hampers students from learning the curriculum that their educators are trying to teach to them. That is why it is imperative that educators learn about hidden curriculum and how they can try to combat any of the factors they can.
Teacher attitude plays an integral part on how well students learn. If a teacher is excited when teaching a concept, then the students will sense it and become excited about the concept as well. Gourneau describes her study of educators' attitudes, where there were five attitudes that the best educators shared. These five attitudes were, " a genuine caring and kindness of the teacher, a willingness to share the responsibility involved in a classroom, a sincere sensitivity to the students' diversity, a motivation to provide meaningful learning experiences for all students, and an enthusiasm for stimulating the students' creativity"(2005, p. 3). Unfortunately, not all teachers possess all of these attitudes; therefore, the students are exposed to other attitudes that may be negative. Students feel more secure when their teacher has these attitudes and therefore they are able to learn comfortably. When students are provided ...
Corporal Punishment Is Not the Right Way6Corporal Pu.docxvanesaburnand
Corporal Punishment Is Not the Right Way
6
Corporal Punishment Is Not the Right Way
Omar Alghamdi
Portland State University
Ken Blom
WR 121: College Writing
23 Feb, 2017
Corporal Punishment Is Not the Right Way
A dentist from Saudi Arabia named Ibrahim Mohammed says that when he was seven-year-old, he did not use to do his homework. Then, one of his teachers had spanked him every time he came to school without doing his homework. After a while, Ibrahim says that being forced to do homework and study make him transfer to private school where corporal punishment is not allowed. Currently, corporal punishment is not allowed in Saudi Arabia and United Arab Emiratis. Corporal punishment is not allowed in 117 countries (Corporal Punishment, (2003). However, in the United States, there are 19 states that allow teachers to hit children, says Nies (2012). Shockingly, children can be hit in almost half of the United States. According to Morones (2013), 223,190 students were hit in schools in 2006 in the U.S. Some people think that spanking children is the right way to discipline children. However, many others have suffered from this discipline and did not find it useful. I have heard that a lot of people had left schools just because they did not want to be hit by their teachers. Studies show that hitting children in schools would cause some of them to leave schools (Corporal Punishment, (2003). The fact that some children leave schools because they are being hit and hit by their teachers seems like a harsh truth about corporal punishment in schools.
According to Stephanie Pass, best practices in mental health (2009), corporal punishment is defined as “the use of physical force with the intention of causing a child to experience pain but not injury for the purposes of correction or control of the child’s behavior”, say Straus and Kantor. There are many reasons why teachers use corporal punishment in schools. When children do not do their homework, some teachers may discipline them by spanking. Some of them spank using their hands, and some others might use a tool such as a piece of wood. Experiencing one of these two sides would cause people to have an opinion about this reality. A lot of people have been spanked in schools when they were children. Some of these people say that it was helpful and it encouraged them to take the right path. Corporal punishment should not be allowed in schools because it teaches children wrong habits, it increases aggressiveness, and it tends to be racist when black students get more punish than others.
The first reason why corporal punishment should not be allowed in schools is that this kind of discipline teaches children wrong habits. When children see their teachers using spanking as a way to control them, obviously they would learn that everything could be controlled by power, and that is not what it is. Teachers should teach children why they must respect each other, and why they have to respect their.
Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, predetermine outcomes, and craft rubrics before having met the students. We reduce students to data.
5 things we can do to create more inclusive spaces in education:
1) Recognize students are not an undifferentiated mass.
2) For education to be innovative, at this particular moment, we don’t need to invest in technology. We need to invest in teachers.
3) Staff, administrators, and faculty need to come together, across institutional hierarchies, for inclusivity efforts to work. At many institutions, a faculty/staff divide is one of the first barriers that needs to be overcome.
4) The path toward inclusivity starts with small, human acts:
* Walk campus to assess the accessibility of common spaces and classrooms. For example, an accessible desk in every classroom doesn’t do much good if students can’t get to that desk because the rooms are overcrowded.
* Invite students to share pronouns, model this behavior, but don’t expect it of every student.
* Make sure there is an easy and advertised process for students, faculty, and staff to change their names within institutional systems. Make sure chosen names are what appear on course rosters.
* Regularly invite the campus community into hard conversations about inclusivity. For example, a frank discussion of race and gender bias in grading and course evaluations.
5) Stop having conversations about the future of education without students in the room.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
4. Abdelmjid Seghir (am.seghir@gmail.com) 01/02/2013
Equity Vs. Equality
• All Learners, with no distinction, have access to the same
resources.
• Learners spend the same amount of time at school.
• Teachers employ the same methods and approaches in
School
teaching male and female students.
“A”
• The number of girls equals the number of boys in all
classes.
• All students are treated the same way and are subject to
the same rewards/punishments.
3
5. Abdelmjid Seghir (am.seghir@gmail.com) 01/02/2013
• There is a special interest in Multiple Intelligences.
• Subjects are taught in a variety of ways.
School • Teachers vary their activities because boys and girls learn
“B” differently.
• Teachers use gender-neutral language.
• Learning is personalized.
4
7. Abdelmjid Seghir (am.seghir@gmail.com) 01/02/2013
Instances Of Gender Inequity In Education.
Sexist language in the classroom.
Teaching different sexes in the same way.
More girls drop out of schools (Just because they’re girls).
6
8. Abdelmjid Seghir (am.seghir@gmail.com) 01/02/2013
Why Does Inequity Still Prevail?
Boys and girls
learn differently
Socio-
Teacher Inequity
training
economic
factors
Governmental
policies:
Infrastructures
7
9. Abdelmjid Seghir (am.seghir@gmail.com) 01/02/2013
Boys and Girls learn differently
Girls tend to prefer cooperation instead of competition.
They work with others and build on others ideas.
Girls seems to value understanding over grades.
Girls thrive in cooperative learning situations.
Girls tend to wait longer before answering a question.
They spend more time thinking about an answer and
how they want to respond before raising their hand.
8
10. Abdelmjid Seghir (am.seghir@gmail.com) 01/02/2013
Teachers are more likely to engage boys in conversation in
the classroom.
Teachers are more likely to ask boys higher level questions
than girls.
When disciplined, boys are treated more harshly than girls.
Women typically aren’t encouraged by their families and
the community.
Stereotypes about girls and boys in schools are well known
and believed by many.
9
11. Abdelmjid Seghir (am.seghir@gmail.com) 01/02/2013
Socio-economic factors
The classroom is a mirror of society:
Stereotypes and prejudices
Girls are bad at math
Men Can’t be nurses
Girls WILL end up as housewives.
“Papa lit le journal” and “ Maman prépare le Couscous”
10
12. Abdelmjid Seghir (am.seghir@gmail.com) 01/02/2013
Teacher Training
Integrating Educational Equity courses in pre-service and
in-service trainings.
Conferencing on the issue.
11
16. Abdelmjid Seghir (am.seghir@gmail.com) 01/02/2013
References
Stefanelli, R. “Gender Equity : Is there Gender Equity in
your classroom?”
Henes, R. “Creating Gender Equity In Your Teaching.”
(1994)
Hill, J. “Equity Vs. Equality?”
http://crookedtimber.org/2009/05/05/more-on-equity-
and-equality-in-education/
http://crookedtimber.org/2009/03/31/educational-
equity-and-educational-equality/
http://www.differencebetween.net/language/difference
-between-equity-and-equality/
15