Hidden Curriculum

I feel that hidden curriculum can have a positive effect on students. For instance, students learn responsibility and independence.

On this same token, hidden curriculum can have a detrimental affect on the attitudes, behaviours, beliefs, and opinions of students.

 We, as teachers, have the opportunity to inform and educate students in a range of areas that include cultural perspectives, perceptions of race, gender, ability, and class.

 I believe that to mitigate imbalances in power between and within social groups in schools, we need to acknowledge prejudices, examine perceptions of race, norms, gender, class, ability, needs, values, beliefs, and learning styles, and look at interactions between peers. Rather than ignore negative or unfavourable perceptions, we need to talk about them.

 In the video Culturally Responsive and Relevant Pedagogy: The Foundation and Core Components, Nicole West-Burns asked, “How do we create classroom spaces around the diversities of identities that walk in our schooling spaces so that no student ever feels that they don’t belong here, that learning isn’t for them, that nothing here is meaningful?”

 This point struck me, because as a student in primary school, I always felt that I did not belong. There were certain expectations of behaviour, gender, and language by peers, but also teachers, and because of this, I found it very difficult to find my place.  No one ever spoke about differences in any regard. When I was in school, either you belonged, or you did not.

 Oppression is very much a part of our society, and I believe that we have a responsibility as teachers to be open and transparent with our students. We need to be vigilant and acknowledge any type of behaviour, comment, or action that is hurtful, degrading, or excluding. It is essential that we send a clear message that any type of discrimination will not be tolerated, model positive, inclusive, and appropriate behaviours, and teach strategies and lessons that help students find their place and challenge oppression and discrimination.

 It is imperative that we create an environment that respects and values diversity and encourages inclusion.

 To create an inclusive classroom or learning environment, we must be honest with ourselves, accept that we may all have biases that we may not want to acknowledge, and ask questions. We need to be aware that we may unintentionally be sending messages to our students that do not align with inclusion and positive associations.

 Personally, on a small note, I always felt that allowing students to form their own groups for group work should be removed from a classroom, because this does not provide an opportunity for students of different backgrounds, ability, or social groups to interact. I feel that every effort should be made to encourage positive relationships between all students, and that no student should ever feel left out.

 One small unwritten rule that I remember from high school was that certain people could sit with other certain people in the lunchroom. I often saw students eating lunch alone in the locker bay or spending recess in the washroom because they felt that they did not belong. It is very important to me that no student ever feel like this, and the only way we can help prevent this type of thing is to talk about it.