ARTEFACT 1.

3 B
EXCERPT FROM EDFD268 ASSIGNMENT

Socio-economic status (SES)

Implications for schools and teaching

Tracking of students academic performance shows that those students with poorer results
have noticeably the lowest academic self-esteem (Teese, & Polesel, 2003, p.8). Therefore
educators require knowledge of how to build childrens self-efficacy, self-concept and
confidence (Caroll et al., 2009; Groundwater Smith, Ewing, & Le Cornu, 2011; Lawrence,
2006). Various researchers highlight that a starting point to do this is through formulating
integrated and supportive partnerships with the student and their families (Byrd & Burden,
2010; Fetherston, 2007). However, the reality is that some families do not want to actively
participate in their childrens schooling because they dont feel they are capable and have a fear of
being alienated (Lueder, 2011). These ideas pinpoint the necessity for educators to focus on
acquiring in depth knowledge of their students background, and the learning styles that enable
them to learn best.

Students from low-socioeconomic backgrounds have repeatedly been identified as visual and
hands on learners (Guillame, 2012). However, students from any socio-economic status can
present with a number of learning approaches. In this way, educators should observe their
students learning styles by investigating as well as appreciating the multiple intelligences they
bring into the classroom (Gardener, 2006). Childrens different intelligences are also indicative of
multiple experiences. Educators also require an awareness of how social change can effect
achievement and learning. Use of positive and constructive social groupings for learning,
can assist in diminishing the existence of cliques within the classroom (Cooper & Iles,
2010). Educators must ensure they are aware of social change and the ways it can influence
the attainment of educational outcomes for children of varying socio-economic status.

The high demands within the curriculum and entrenched school practices such as performance
testing can further hinder children from diverse socio-cultural backgrounds ability to succeed
(Groundwater Smith, Ewing, & Le Cornu, 2011). These children may also present with delays or
learning difficulties and it is therefore essential that educators differ their instruction to support
individual learning needs. A teaching approach educators can employ is to plan for
cooperative learning experiences. This can enable students to take ownership of their own
learning, as well as heighten the self-esteem of all students as all students have
opportunities to demonstrate learning success (Killen, 2009).