Gender Differences in Classroom Behaviour

Gender Differences in Classroom Behaviour Investigating the differences in classroom behaviour across the genders Introduction: In recent decades there has been an increasing focus on gender differences in an educational context. During the 1970s and 1980s, feminist research on gender and education was motivated by concern at the underachievement, and marginalization, of girls (Francis and Skelton, 2001, p.1). This had been largely due to the different subjects that boys and girls studied, and it was not until the introduction of the National Curriculum which saw boys and girls studying the same subjects for the first time, that the extent of girls’ relative success was revealed (Arnot et al., 1999). Recent years have seen something of a pendulum swing with boys now being a focus for concern. Younger et al. observed in key stage two children a ‘marked disparity between the attainment of boys and girls in English’ with 83 % of girls attaining level 4 in 2004 compared with 72% of boys (Younger et al., 2005, p.20). There is, however inconsistency in the research with Myhill suggesting that not all boys are underachieving and neither are all girls academic success stories (Myhill, 2002). The nature of gender in the education is a difficult effect to isolate since class, race and gender are inevitably interrelated and it is difficult to disentangle the individual effect (MacGilchrist, et al., 2006, p.62) and therefore say conclusively that differences in attainment levels are due to gender alone. The aim of this paper is to investigate the differences in behaviour in respect of gender in the school setting, by looking at the nature of the differences, possible explanations and strategies which teachers can use in the classroom to address these problems, particularly in respect of boys’ underachievement. Theories of Gender Development: That there are patterns of behaviour and social organisation that differ according to sex/gender is not in doubt (Francis, 2006, p.8). There are many theories as to why this is the case, some regarding differences as due to the different biological nature of men and women while others argue that there are environmental reasons for the differences, the dichotomy of nature versus nurture (Rose, 2001, p.256). The idea of gender differences has been taken up by feminist theorists who have argued that that femininity is culturally constructed (Weiner, 1994), as is masculinity (Mac an Ghaill, 1994). Innate Differences: This is the belief that the sexes are inherently different. Evolutionary biologists see differences in gender as having their roots in our genetic make up, stretching back for many generations. Findings from research by Professor John Stein in connection with his work in the context of dyslexia, indicates that boys brains are generally slower to develop. It is therefore not logical to have the same expectations from boys and girls when they come to school for the first time (Scott, 2003, p.84). In recent years many biologists and neuroscientist have been critical of the evolutionary approach (Francis, 2006, p.9), leading to the idea that gender specific behaviour is socially constructed, shaped by a number of factors including culture and the environment. Role Theories: Role theories suggest that gender characteristics are constructed by observing the ways in which other people adopt typical gender roles, being rewarded for engaging in appropriate behaviour and punished in some way when they do not (Gregory, 1969). Proponents of these theories suggest that girls learn how to be girls by watching demure, feminine behaviour, characteristic of girls, while boys learn to be boisterous and tough. These are images that are portrayed to children by a variety of people in their lives, their parents and carers, their teachers, their siblings and reinforced through the media. School is an important arena for the observation of roles and a school policy concerning equal opportunities must reflect an awareness of this. Views on Children’s Acquisition of Gender Knowledge: Skelton and Francis have identified two views on how children acquire their knowledge about gender: Social learning theories which propose that gender identity is learned by children modelling their behaviour on same sex members of their family, peer group, local community as well as the gender stereotypes seen on books and on television; Cognitive development theorists, such as Lawrence Kohlberg, who suggest that a child’s understanding of their gender identity as opposed to their biological sex depends on their stage of cognitive development, their intellectual age. (Skelton and Francis, 2003, p.12). Environmental Factors: It has been suggested that boys and girls are shaped differently by their environment because of the different ways in which they respond to it. Gilligan proposes that girls tend to analyse situations before coming to decisions whereas boys are more likely to stick to rules that they have applied in previous situations. Gilligan suggests that these differences in reaction are as a result of differences in cognitive styles rather than abilities (Gilligan, 1982), but can impact on outcomes in respect of attainment. Environmental factors have been shown to have an effect on children’s attitudes to and performance at school. Home background and parental levels of educational attainment and expectation have been shown to be factors in the different levels of attainment of boys and girls in school. Research presented by Brooker showed that, while boys and girls did not have any marked differences in ability levels on entry to school, over the course of a year girls made more progress than boys. She found that the most successful group were those who came from large families where they had a lot of home support from their siblings (Brooker, 2002, p. 159). Girls typically work more collaboratively, engaging in more socially constructed activities, enhancing learning in the process. Boys from some ethnic minorities have been shown to be under performing against all other educational groups. This has been attributed to peer group pressure, with an anti achievement culture believed to be operating among some black teenage boys. This manifests itself in their disrupting schoolwork and generating a low level of expectation among themselves (Aslop and Hicks, 2001, p.148). The school environment plays an important part in the development of gender attitudes. While it was thought that gender stereotypes would be reinforced by single sex schools, research has shown this not to be the case. When brought together in co educational settings, both boys and girls made more sex stereotypical choices despite a greater variety of facilities. It would therefore appear that co education increases differentiation between the sexes (Leonard, 2006, p.194). Gender Differences in School: With an increasing belief that gender is socially constructed, has come an awareness that school is one of the social contexts in which gender appropriate behaviour is defined and constructed (Myhill and Jones, 2006, p.100). The most prominent area for concern has been the development of gendered behaviour leading to the disengaged or alienated male in school. His behaviour, general unruliness and lack of interest are seen as dominating classroom life (Gray and McLellan, 2006, p.652). Many teachers show a strong belief in gender differences, believing them to influence attitudes to school, motivation, maturity, responsibility, behaviour and identification with the school ethos (Arnot and Gubb, 2001). It has been shown that because so many primary school teachers are female, they have not been trained in how boys and girls learn differently (Gurian, 2002, p.126) and traditional teaching styles adopted may favour the learning dispositions of girls. Expectations: Teacher expectations are an important factor in achievement. If teachers have high expectations, pupils will be highly motivated to learn and succeed (Aslop and Hicks, 2001, p.148). In respect of boys’ underachievement, evidence has tended to note that teachers have low expectations about boys’ levels of academic achievement (Myhill and Jones, 2006, p.101), research supported in a study by Younger and Warrington that demonstrated that teachers tended to underestimate boys’ achievement at GCSE level, while girls’ achievement tended to be overestimated (Younger and Warrington, 1996). Teachers have been shown, in addition to having low expectations of boys, to take advantage of girls, enlisting them as allies in the battle to â€Å"police, teach, control and civilise boys† (Epstein et al., 1998). It is incumbent on schools therefore to have high expectations for boys and to have mechanisms for transmitting this information to the students and developing high expectations. They must also have a focus on not using girls a pseudo teachers, allowing them to develop an appropriate role in the classroom in the context of their peers. Perceptions of Boys and Girls: In studies of primary schools differences have been shown in the ways in which teachers perceived boys and girls. Girls have traditionally been viewed as co operative and conscientious workers with boys being viewed as dominant, demanding but rewarding to teach. Boys have traditionally been viewed as requiring more effort to teach but at the same time having more ability (Skelton and Francis, 2003, p.8). Boys and Underachievement: Changes in educational policy in recent years can lead to boys feeling devalued because, in the early years, especially, they find themselves in a world of learning lacking in masculine figures. Research has also shown that girls have a lack of confidence, even when performing well in comparison with boys (Gray and McLellan, 2006, p.653). The challenge is therefore to re-engage boys in the learning process through appropriate activities and motivation and to develop greater degrees of self esteem in girls. The extraordinary academic progress of girls in recent years has been associated with two features; girls’ continuing advantage in English and their improvement in mathematics and science (Arnot et al., 1999, p.16). As noted above, Gilligan has presented evidence that boys and girls may react to their environment in different ways, but what causes concern for teachers and educators is that maths and science have traditionally been male domains, which now boys are not performing as well in as they have done in the past. Gipps and Murphy expand on this point by suggesting that this should be borne in mind by those who set and mark test papers in order to take into account the different approaches students may adopt when answering questions (Gipps and Murphy, 1994). Schools must give consideration to the strategies being employed to facilitate boys’ learning. Research carried out by Daniels et al. in the context of special education suggests that girls give each other a great deal of help and support, not something often seen in boys. They speculate that this may have at least three important consequences: It can help reduce the amount of extra support required by girls from their teachers as they are getting a lot of this from their peers; The support is likely to be appropriate because the peers know exactly what type of ‘scaffold’ is needed to facilitate learning; The person giving the support can consolidate their own learning by giving support and teaching someone else. (Daniels et al., 1996). Girls have also been shown to give considerable help and attention to boys, helping them by providing equipment and helping them with their homework (Thorne, 1993), reiterating the idea of girls acting as pseudo teachers in the class. Although there is a lot of individual variation amongst males and females, male students of all ages tend to dominate discussions, to make more direct and directive comments to their partners and generally to adopt more ‘executive’ roles in problem solving (Mercer, 2001, p.196). Working with Boys in the Classroom: While girls have been perceived as being hard working in the class, it has been argued that peer group pressure among boys makes it difficult for them to slot into this role. Popularity among ones peers and working hard at school can be seen as mutually incompatible and may result in boys being bullied or excluded from friendship groups (Frosh et al., 2002). The issue in respect of how boys behave in the classroom has been a further area of controversy with arguments ranging from boys being treated less favourably than girls through to boys causing disruption to a degree that hampers learning for other children, but there is evidence to suggest that, regardless of the nature of the interaction, whether positive or negative, teachers do engage more with boys than they do with girls (La France, 1991). Some of the reasoning behind boys underachievement has been questioned. Biddulph, (1998, cited in MacNaughton, 2006, p.140) has suggested that while boys are often accused of not listening in class, the reality is that they suffer from growing spurts that have an adverse affect on their ear canals. MacNaughton questions the fact that if this is the case for boys, then surely the same must be true for girls (MacNaughton, 2006, p.141), suggesting that the physiological explanations do not provide an adequate explanation. There has been a great deal of concern for many years about boys’ behaviour in schools, having been expressed as early as 1930 by Brerton who commented â€Å"Many girls will work at a subject they dislike. No healthy boy ever does!† (Brerton, 1930, p.95). A major factor that has come to light in a great deal of the research concerning boy’s disaffection with school is that fact that it is multifaceted in its nature, with gender being only one of a number of factors. Bob Connell is among a number of researchers who ahs pointed this out writing, â€Å"The making of masculinities in schools is far from the simple learning of norms. It is a process of multiple pathways, shaped by class and ethnicity, producing diverse outcomes.† (Connell, 2000, p.164). Research presented by Marland suggested that teachers treated boys and girls differently and in doing so amplified society’s stereotypes (Marland, 1983). Research in gender and education has highlighted the negative consequences of the construction of masculinity for many boys in education, with many boys coming into conflict with teachers and other authorities (Skelton, 2001). Some theorists have suggested that this could be addressed by having greater concentrations of male teachers in schools. Thornton and Bricheno have countered this, presenting evidence that greater concentrations of male teachers actually leads to poorer discipline in schools (Thornton and Bricheno, 2002, cited in Skelton and Francis, 2003, p.7). Assessing Children’s Perceptions: As with all other teaching and learning that goes on in the school setting, schools must begin the development of the equal opportunity policy in respect of gender by ascertaining the views that the children have, addressing misconceptions, planning what they want to achieve and developing a programme to facilitate this. Skelton suggests that in order to do this the school should begin by asking the following four questions: What images of masculinity and femininity are the children bringing with them into school and what types are they acting out in the classroom and playground? What are the dominant images of masculinity and femininity that the school itself reflects to the children and are these what the school wishes to present? What kinds of role model does the school want and expect of its teachers? What kinds of initiatives/strategies/projects should teachers be undertaking with children to question gender categories? (Skelton, 2001). A Europe wide study carried out by Smith and Gorard revealed that boys in several European countries in general felt that they were treated less favourably than girls but the feelings were strongest among boys in the United Kingdom (Smith and Gorard, 2002, cited in Myhill and Jones, 2006, p.102). This is a finding that is echoed throughout the research literature (Wing, 1999; Francis, 2000). Gender and Mathematics: Recent decades have seen a shift in emphasis from the focus on girls’ underachievement in mathematics, towards generic ideas concerning mathematics and gender. Research has been carried out by the Girls and Mathematics Unit (Lucey et al., 2003, p.55) has proposed that the characteristics of an ideal mathematics learner is a child who is active, keen to explore and investigate new challenges, ideas central to constructivist theories of learning where learners build on what they know already to assimilate new concepts. It has been argued that these are in fact characteristics more often associated with boys, rather then being gender neutral, suggesting that the ideal child is, in fact an ideal boy (Adams and Walderdine, 1986). Concerns in respect of a general decline in mathematics led to the adoption of a National Numeracy Strategy. Research has suggested that girls like to work in an investigative way, keen to learn about new things rather than just getting the correct answer, skills that are fostered by the move towards an approach which focuses on learning about learning and developing strategies for developing mathematical skills and explanations. Clark argues that boys and girls have different ways of exerting their power in the classroom, boys using direct methods such as dominating the classroom dynamics and interacting to a greater degree with the teacher, while girls employ more subtle methods for asserting themselves through working hard and being co operative (Clark 1990), which in turn helps their attainment (Walden and Walkerdine, 1986, p.125), a consequence of their spending more time directly on task. Lucey at al. suggest, that in the context of whole class teaching, in order for all children to experience success, teachers need to avoid lessons becoming an arena for confident children. They argue that a better use of lesson time is to allow children to work at their own pace, in group or pair contexts, where pupils are allowed to develop their own skills, explore a variety of strategies, and at the same time, develop confidence and self esteem. Gender and Literacy: As mentioned above, girls have been performing better than boys in respect of literacy, giving it a central role in the debate about gender and schooling in recent years. Boys’ underachievement in this area has been well documented. In her book Differently Literate, Millard proposed reasons for this, citing one of the main ones as the fact that bots and girls have interests in different aspects of literacy. She argued that boys were largely discriminated against in the school setting where many of the texts available are not related to boys’ interests. The National Literacy Strategy was introduced in 1998, one of the main ideas of which was critical literacy, an idea that texts do not stand alone, but that they are socially constructed making them useful in developing critical literacy skills in respect of gender roles (Marsh, 2003, p. 73). The fact that gender roles are embedded in many of these texts provides opportunities for the challenge of stereotypes by children. This is essential in developing the understanding necessary for overcoming them. Gender and Science: The 1990s saw science become one of the success stories in the primary curriculum, following a number of attempts to reduce sex specific behaviours in science and technology. The research concerning children’s perceptions in science has been mixed. Drawing a scientist has been employed as way of ascertaining children’s perceptions. Some studies have shown that children have developed less gendered ideas about scientists and therefore science while other research has suggested that children’s attitudes have not really changed very much (Reiss, 2003, p.82). The nature of science and its subject matter has been the subject of debate in the gender context. While single and mixed sex groupings have both been shown to be effective in teaching and learning in science in some respects, what has been identified as more important is the teacher’s attitudes in respect of gender equity, preferably in the context of a whole school approach to gender issues in science. It is important to facilitate the development of diverse ideas with respect to scientific concepts and to have assessment systems which are fair. Addressing the Issues: Head states the implication of gender research for teachers is that if girls and boys: â€Å"prefer different learning procedures then teachers should be flexible in their choice of teaching and assessment methods. But these gender differences are not absolute, there is considerable overlap between the two sexes and considerable variation within one group. A flexible approach to pedagogy should therefore be of general benefit to the school population.† (Head, 1996, p.68). It has been recognised that children work hard to demonstrate their gender identity, not being easily swayed by alternative images (Francis, 1998). Schools do have a responsibility to ensure that they have a policy on sex discrimination, and must ensure that it is being properly implemented. In the light of the evidence presented by Francis (above) and others, it is not sufficient for teachers to present alternative views for children. The approach must be more proactive with children being given opportunities to actively challenge stereotypical views that they may hold. The role of the teacher in facilitating gender awareness and equality in the classroom cannot be overestimated. Teachers should avoid using stereo typical language pertaining to gender, should use reading and teaching materials which can be interrogated in respect of gender, and should foster attitudes pertaining to equal opportunities and inclusion in the classroom. Skelton and Francis suggest that this can be achieved in the primary classroom through an active challenge of gender stereotypes, including the following activities: Teachers should ensure that they are involved in a full range of activities in the classroom, paying particular attention that they are not avoiding areas in the classroom traditionally associated with the opposite sex, such as male teachers avoiding the home corner and female teachers avoiding the construction toys; Children should be presented with a range of play and learning activities in which they can be encouraged to challenge gender stereotypes; Teachers should take opportunities, as and when they arise, to discuss issues pertaining to gender, through the use of appropriate materials; When boys or girls are dominating particular play areas or activities, that can be challenged through the use of circle time or class discussion. The teacher can play a role in challenging behaviour through the use of open ended questioning such as â€Å"can boys and girls play together with blocks, do you think that of you worked together you could make something better than you can on your own?† In this way the teacher can be encouraging children to be reflective about their roles in the class and in society generally; Teachers need to help children in the development of skills with which they may not normally associate themselves. (Skelton and Francis, 2003, p.17-18). Conclusion: The growing body of literature on masculinities and femininities in education has advanced our understandings of the complex ways in which boys and girls construct and negotiate their identities within schools (Jackson, 2006, p.xiv). Research supports the view that pupils take up various positions with respect to attitudes to schooling but, while identifying the existence of clearly gendered pupil types, it challenges the simplistic notions about how boys and girls may differ (Gray and McLellan, 2006, p.654). Many of the practices recommended in schools’ equal opportunities policies to redress gender inequalities have done little, if anything, to change the way in which boyhood and girlhood is perceived and judged by adults as well as acted out by children in the primary classroom (Francis and Skelton, 2003, p.13). Research has demonstrated that, despite their improved achievement, many facets of girls’ educational experience remain negatively affected by the masculine values and expectations reflected in educational institutions (Francis and Skelton, 2001, p.3). Evidence that has been presented in respect of girls outstripping boys in terms of school achievement has not gone unchallenged, with Gorard et al. suggesting that data presented masks the fact that exam performance has increased for both boys and girls on a yearly basis, and the statistical information has, in any case, been misinterpreted (Gorard et al., 1999). The boys’ underachievement debate has been cri ticised because of the narrow parameters of the argument where it has been suggested that all boys, irrespective of social class, ethnicity and so on are underachieving (Francis and Skelton, 2001, p.165). It is essential that schools develop policies which take a holistic view of inclusion and equal opportunities in respect of gender. These must be implemented and their success evaluated, and efforts made to re-engage boys in the education process. References: Adams, C. and Walkerdine, V. (1986) Investigating Gender in the Primary School. London: ILEA. Alsop, S. and Hicks, K. (2001) Teaching Science: A Handbook for Primary and Secondary School Teachers. London: Kogan Page. Arnot, M., David, M. and Weiner, G. (1999) Closing the Gender Gap. Cambridge: Polity Press. Arnot, M. and Gubb, J. (2001) Adding value to boys’ and girls’ education. A gender and achievement project in West Sussex. Chichester: West Sussex County Council. Brerton, C. (1930) Modern Language in Day and Evening Schools. London: University of London. Brooker, L. (2002) Starting School: Young Children Learning Cultures. Buckingham: Open University Press. Clark, M. (1990)The Great Gender divide: Gender in the Primary School. Melbourne: Curriculum Corporation. Connell, B. (2000) The Men and the Boys. Cambridge: Polity Press. Daniels, H., Hey, V., Leonard, D. and Smith, M. (1996) Gender and Special Needs Provision in Mainstream Schools. ESRC Report no. R000235059. Epstein, D., Elwood, J., Hey, V. and Maw, J. (1998) Failing Boys? Issues in Gender and Achievement. Buckingham: Open University Press. Francis, B. (2006) The Nature of Gender in C. Skelton, B. Francis, and L. Smulyan, (2006) The SAGE Handbook of Gender and Education. London: Sage. Francis, B. (2000) Boys, Girls and Achievement: Addressing the Classroom Issues. London: RoutledgeFalmer. Francis, B. (1998) Power Plays. Stoke-on-Trent: Trentham Books. Francis, B. and Skelton, C. (Eds)(2001) Investigating Gender: Contemporary Perspectives in Education. Buckingham: Open University Press. Frosh, S., Phoenix, A. and Patman, R. (2002) Young Masculinities. Basingstoke: Palgrove. Gilligan, C. (1982) In a Different Voice. Cambridge, MA: Harvard University Press. Gipps, C. and Murphy, P. (1994) A Fair Test? Assessment, Achievement and Equity. Buckingham: Open University Press. Gorard, S., Rees, G. and Salisbury, J. (1999) Reappraising the apparent underachievement of boys at school. Gender and Education, 11, 4, 391-400. Gray, J. and McLellan, R. (2006) A matter of attitude? Developing a profile of boys’ and girls’ responses to primary schooling. Gender and Education, 18, 6, 651-672. Gregory, R. (1969) A Shorter Textbook of Human Development. Maidenhead: McGraw-Hill. Gurian, M. (2002) Boys and Girls Learn Differently! San Francisco, CA: Jossey Bass. Head, J. (1996) Gender identity and cognitive style in P. Murphy and C.Gipps (Eds) Equity in the Classroom: Towards an Effective Pedagogy for Girls and Boys. London: Falmer Publishing. Jackson, C. (2006) Lads and Ladettes in Schools. Oxford: Oxford University Press. LaFrance, M. (1991) School for scandal: differential experiences for females and males. Gender and Education, 3, 1, 3-13. Leonard, D. (2006) Single-Sex Schooling in C. Skelton, B. Francis and L. Smulyan, (Eds)(2006) The SAGE Handbook of Gender and Education. London: Sage. Lucey, H., Brown., Denvir, H., Askew,M. and Rhodes, V. (2003) Girls and boys in the primary maths classroom in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Mac an Ghaill, M. (1994) The Making of Men: Masculinities, Sexualities and Schooling. Buckingham: Open University Press. MacGilchrist, B., Myers, K. and Reed, J. (2006) The Intelligent School. London: Sage Publications. MacNaughton, G. (2006) Constructing gender in the early years education in C. Skelton, B. Francis and L. Smulyan, (Eds)(2006) The SAGE Handbook of Gender and Education. London: Sage. Marsh, M. (2003) Superhero stories: Literacy, gender and popular culture in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Mercer, N. (2001) Talking and working together in J. Wearmouth (Ed) Special Educational Provision in the Context of Inclusion. London: David Fulton Publishers. Millard, E. (1997) Differently Literate: Boys, Girls and the Schooling of Literacy. London: Falmer Press. Myhill, D. and Jones, S. (2006) â€Å"She doesn’t shot at no girls†: pupils’ perceptions of gender equity in the classroom. Cambridge Journal of Education, 39, 1, 99-113. Myhill, D. (2002) Bad boys and good girls? Patterns of interaction and response in whole class teaching. British Educational Research Journal, 28, 3, 339-352. Reiss, M. (2003) Gender equity in primary science in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Rose, S. (2001) Escaping evolutionary psychology in H. Rose and S. Rose (Eds) Alas Poor Darwin: Arguments Against Evolutionary Psychology. London: Vintage. Scott, W. (2003) Making meaningful connections in early learning in J. Fisher (Ed) The Foundations of Learning. Buckingham: Open University Press. Skelton, C. (2001) Schooling the Boys: Masculinities and Primary Education. Buckingham: Open University Press. Skelton, C. and Francis, B. (2003) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. 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Equality and inclusion in adult social care settings Essay

Diversity is to respect everyone’s differences, regardless of race, nationality, age, religion, culture, gender, beliefs, ability and talent. Each person is an individual, and by respecting this people can be valued on their contributions, and not subject to negative response due to their differences. Respecting and embracing peoples differences will allow for a better working environment, and will make everyone feel more happy. Diversity is important in the work place, as staff are employed on there previous accomplishments and job skill, their personal differences do not effect the recruitment decision. Where I work we have different staff members from all round the world, with different culture’s, beliefs and gender, yet we all work together as a team, and every is treats each other with respect. Equality is to be respectful of others and treat people fairly, and accommodate for their needs. One of my duty’s as a support worker is to promote independence, and get the best out of the service users. I can do this by assessing the clients individually, and finding what makes them happy and what inspires them, this aids me when attempting make them to feel successful and equal. Equality is also promoting the individuals rights, giving them choices at every opportunity is a good example. Read more: How does equality reduce discrimination  essay Inclusion is all about getting people involved, and making people feel respected and valued, without considering their, disability, culture, religion, gender, and age. Providing equal access and opportunity’s, without discrimination. In my work place, all staff are given equal opportunity to progress, and participate in relevant training, which allows them to progress. Effects of Discrimination include; 1. Affecting an individual’s self esteem 2. stereotyping 3. feeling isolated 4. labelling of others 5. Harassment 6. Individuals being treated less favorably than others 7. Prejudice and injustice The effects of discrimination can be horrible. Discrimination can leave people feeling very low, with no self-esteem. It promotes harassment, and bullying. Discrimination can lead to abuse, verbally or physically. Individuals who are subject to discrimination will experience stress, anxiety, depression, and frustration, this can make the working environment a horrible place. Discrimination is not treating people equal, and not giving them them the same opportunity’s due to their age, gender, sexuality, disability or religion, resulting in an adverse effect on their personal development. Inclusive practice, revolves around having a positive attitude, and making sure your approachable at all times, and being sensitive to the individuals needs, this makes sure that no one is isolated or excluded. Being aware of the individuals diverse needs when supporting them, and making them feel valued and respected whilst promoting independence. Being aware of the effects of discrimination, allows a support worker to fully appreciate why it is important to promote equality, diversity and inclusion. Outcome 2 (2.1 2.2 2.3 2.4 2.5) The Equality Act 2010 This is to stop discrimination and respect the rights of individual. In care services it means that you must offer the same quality of care to all regardless of race, religion colour or other protected characteristic. Implementing the Carers (Equal Opportunities) Act 2004 The government has increasingly recognised the contribution that carers make to society and has passed legislation that acknowledges their needs and  entitles them to an assessment and services in their own right. In 2004, the government introduced the Carers (Equal Opportunities) Act 2004. The Act seeks to ensure that carers are identified and informed of their rights, that their needs for education, training, employment and leisure are taken into consideration and that public bodies recognise and support carers. (inclusion) (information sourced from http://www.scie.org.uk/publications/guides/guide09/) Race Relations Act 1976 The Race Relations Act protects you from racial discrimination. â€Å"An Act to make fresh provision with respect to discrimination on racial grounds and relations between people of different racial groups; and to make in the Sex Discrimination Act 1975 amendments for bringing provisions in that Act relating to its administration and enforcement into conformity with the corresponding provisions in this Act.† (information sourced from http://www.legislation.gov.uk/ukpga/1976/74) Disability Discrimination Act 1995 An Act to make it unlawful to discriminate against disabled persons in connection with employment, the provision of goods, facilities and services or the disposal or management of premises; to make provision about the employment of disabled persons; and to establish a National Disability Council. (diversity) (information sources from http://www.legislation.gov.uk/ukpga/1995/50) The key codes of practices include; to protects the rights of the service user, and promote the services users interest, while respecting there individual needs, and diversity. To maintain the trust and confidence of the service user. By not complying with the legislation set in place, it more than likely you will be dismissed from work, and could even face prosecution. It is likely before this happens you would be constantly challenged by colleagues on your work performance. By not complying, you would be effectively initiating bad practice, and promoting bullying, racial discrimination, Prejudice and injustice. All this would have a negative effect on not just yourself, but the clients you support and colleagues. Your own beliefs, culture and values, can affect what job an individual is able to do, for a example a  vegetarian would not work in a slaughter house. In some cultures they do not tolerate same sex relationships, this can cause friction if supporting an individual who is homosexual, or working along side a homosexual. This is why it is important to remain professional, and none judgemental. It is also important to be aware of your own personal preferences, and try hard not to impose them when encouraging service user to make a choice, for example; at my current job, I will often present the clients with options of preferred activity’s and asks them if they would like to participate, I have to remain as impartial as possible when coming up with the selection of preferred activity’s, and make sure they are the clients preferences and not my own, this list of activity’s will include walks, going to the flower shop, swimming or playing football. My personal preferences would be to play football, so I would have to be extra careful not to encouraging this, as the client may only choose that activity to please me, I may accidentally encourage playing football, just by smiling or making positive facial expression when suggesting it. This also applies when offering any form of choice, in some religions they don’t eat pork, so when a support worker is offering a choice of food, they might not include bacon sandwiches on the menu. Being aware of your own beliefs and preferences, and respecting other’s is essential to maintaining good practice. Everyone has different beliefs, preferences and values. It is likely you are going to get on well with people who share the same values, and desires as yourself, oppose to people who have a different set of values, this is why it is important to maintain a professional working relationship with your colleagues and client. By adhering to relevant legislation in regard to diversity, equality, inclusion and discrimination a support worker can avoid imposing their own beliefs, value’s and preferences on others, and maintain good practice. When interacting with others, its important to respect their there beliefs, cultures, values and preferences. This can be done by simply by being aware of them, for example, if a client likes to stay in bed until 12am on Sundays, then do not disturb him until he wakes up. If an individual is fasting in accordance with their re ligion, do not keep offering food. Also its important not to challenge someone’s preference, for example political differences, one person may be nationalist and the other a socialist, this topic is best left alone as this conversation can quickly  escalate into a heated debate. It is also important to be respectful when offering options, for example, it would not be appropriate to offer a vegetarian a bacon sandwich. When allocating jobs its important to consider the clients personal preferences and beliefs, some client may find it uncomfortable to have personal care with the opposite sex, so its important to respect that and allocate appropriate staff. Inclusive practice means getting everyone involved, and making everyone part of the solution, and including them on all decision making. By catering for their specific individual needs, will ensure everyone feels respected, wanted and value. Practices that exclude individuals, would involve activity’s that only cater for one genre of people, for example a game where everyone needs to speak English, this may exclude others. Activity’s that is only male or female oriented, this will exclude the opposite sex. Only suggesting options that are easy for the support worker to do, and not considering other people preferences, or disability’s. Outcome 3 (31. 3.2 3.3) Challenging discrimination makes the working environment a more friendly place for everyone. It is important that all staff and other professionals challenge discrimination, and promote equality, and diversity. Here is a number of ways that support workers can challenge discrimination in a way that promotes changes; 1. Zero tolerance of any form of discrimination. 2. Regular reviews, so that everyone is aware of the repercussion of discrimination. 3. All staff should have adequate training, on how not to discriminate, and the process of reporting it if observed. Also staff should be trained on how to prevent discrimination. 4. If discrimination occurs, action should be taken immediately. 5. Making detailed records and reporting all incidents of discrimination. 6. Making sure all staff have read the code of practice and policy’s, that explains the practices that must not occur, in relation to discrimination. Empowering everyone with the ability to report discrimination can be a useful prevention tactic. Setting high standards of how to not discriminate, and  then making everyone aware of this, along with how to report it, is essential. Making it clear to everyone, that you can still report discrimination even though its not yourself being discriminated. Enforcing high standards of equality and avoiding discrimination, can be done in simple ways such as; having signs put up around the home that indicate, all residents and staff must be treated equally, and respected, and any forms of discrimination is unacceptable, having an agreement, from all staff, and residents that mutual respect is to be expected. The easiest way to raise awareness of diversity, equality and inclusion is simply talking about it, the more people talk about it, the more they become aware of it. Training all staff in the subject will also promote awareness, and spark of more discussions. The more people discuss the matter, and bring their different opinion to the discussion the more aware people become, they then will implement these experiences into everyday practice. Providing policies and procedures and even leaflets highlighting the information regarding diversity and equality can raise awareness, to a support worker Detailing what the consequences are, of not following the agreed ways of working can also be helpful in promoting awareness. When supporting others to promote diversity, equality and inclusion, its best to simply set an example. Supporting others irrespective of their age, sex, culture, or religious beliefs. Getting everyone involved and respecting and celebrating their differences. Also reminding people of the challenges disabled people may face, for instance, when a residents family member decided to visit, who was in a wheel chair, I simply reminded my colleagues that she might struggle up the stairs, and instructed them to put the ramp out before she arrived.

Write Research Paper Fast: the Ultimate Convenience!

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Importance of Time Management - 1314 Words

Introduction Time management is more often than not a challenge for many students. This is more so the case for adult students. It is important to note that unlike their younger counterparts, adult learners face a host of unique challenges when it comes to the management of time. In addition to the demands of their fulltime or part-time jobs, adult learners often have to attend to other responsibilities including but not limited to child care and other familial obligations. This text clearly demonstrates how adult learners can better manage their time for academic success. Study Skills: Managing Time as an Adult Learner According to Dumbauld (2012), while the decision to go back to school could come across as being relatively easy to make, coping with the various challenges of college could prove challenging. According to the author, finding time for studies could prove rather challenging for an adult learner. In the words of Dawson (2004), time management is all about taking control of your own time. In seeking to help adult learners regain control of their time, Dawson comes up with a number of effective time management strategies. Some of these strategies are highlighted herein. To begin with, Dawson (2004) recommends that one drafts a list of all those activities whose timing cannot be altered. These activities which Dawson refers to as non-negotiable activities could include attending lectures, private study and other important undertakings such as pickingShow MoreRelatedThe Importance Of Management And Time Management1170 Words   |  5 Pageshave helped me better understand management. When I worked in an assistive living facility I learned the importance of management and time management. I have worked with several co-workers who aided in better understanding the importance of communication, and implementing change. Nursing school has also taught me my role a nurse and how to inco rporate all the theories management involves. Listening and recognizing the needs of your staff, recognizing your management or leadership skills, and understandingRead MoreThe Importance of Time Management1424 Words   |  6 PagesSPC Becky Geiger 5 April 2013 Corrective Training The importance of time management. Steps to take to avoid or prevent tardiness. There are many reasons that time management is important. For example, if your unit was getting ready for deployment, you would need to be at the right place at the right the time, to receive any information you or your fellow soldiers may need to know before you leave. If you weren’t there when you were told to be then you would fall court martial under articleRead MoreThe Importance Of Time In Business Management1431 Words   |  6 Pagesloan department I constantly multitask between two departments indirect and direct lending. 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For example, one resident would like to be showered first, the other one needs his food at 0900H, the other one needs to be showered at 0830H. Every little detail should be noted and carried out. I should be aware of my time or else they will scold at me or worst, complain to the management. Not only that, IRead MoreOrbital Atk Management : Importance Of Hiring A Hire A Full Time Technical Writer Or Writers1367 Words   |  6 PagesPurpose: The purpose of this document is to present to Orbital ATK management the importance of hiring a hire a full-time technical writer or writers in the workplace. Also to describe the benefits of having a technical writer and how he/she can impact the company greatly. Description/Background: In many businesses, there are people that rely on technical writers to produce technical documentation that helps people understand and use a product or service. At Orbital ATK we’re all about cooperating