Online Class for 11/27/2012

Hello everyone!  Hope you had a wonderful Thanksgiving break. 
Ten tricky two-toed turkeys trotted on the table.
Greedy gobblers grabbed the gravy.

If you have not already turned in your Journal 2 from Chapter 2, please make sure you do so today.

For our online class tonight please read Chapter 3 and complete the 2 following tasks and post underneath this post where it says "comments." 

EQ: How do people understand and produce language?  What is phonoglogy and what are the phonemes of English?

Key Vocabulary to understand: 

1. Phonology

2. Phonemes

3. Phonetics

4. Language Production

5. Phonotactics

Assignement: 2 tasks

 1. Pick 2 questions to answer from the Applications section on pg. 71 & pg. 72.  OR Answer the Essential Questions from above. 
Try to keep your responses 200 - 400 words. 
2. Respond to a colleague's post in 100-200 words. Can be agreements, disagreements, other thoughts, suggestions, or teaching applications.

Chapter 2 Guided Notes

Our Essential Questions to answer from Chapter 2

¨What is the difference between learning a language and acquiring a language?

¨Is written language acquired naturally or learned consciously?

¨Can people acquire a second language?

Guided Notes:

Summary: There are two views of how people develop literacy. The first, the idea that a language is learned, focused on traditional methods of teaching. The second view,  that of language acquisition, centers around the belief that language is acquired and focused around activities that foster the development of meaning. The following chart summarizes to two views:

Two views of Foreign Language Development:

Traditional Learning View	Current Acquisition View
Goal:   to teach students how to speak and understand the language	Goal:   help students use language for different purposes
Method:   break language up into parts- -          pronunciation -          grammar -          vocabulary	Method:   use various techniques while providing students will multiple examples of language input -          reading a menu -          reading a newspaper
Classroom activities:   Students do drills to practice language	Classroom activities:   teacher uses gestures, pictures, and real objects to help students acquire language -          Teacher reads a book to class and students use language to summarize the book
Attitude toward errors:   Teachers correct to help students develop correct language skills	Attitude toward errors:   accepts errors as natural and focuses on helping students gain meaning and express ideas -          help students learn to express themselves even if they do not know the exact word to use -          Example: teacher could help student use circumlocution to talk around a word they have not yet acquired using words they already know.

Two Views of Reading (p. 24 – 29) 

1) word recognition view – written language must be learned

main task of reading = identify words, connect text to oral word bank. ex: sound out letters, words, recognize

goal:

“recoding” from written to oral language (not decoding, which is finding meaning) 

method:

phonics rules and sight words (flash cards)

breaking words down into parts (prefix, root, suffix)  - structural analysis 

practice:

preteaching of vocabulary words by providing definitions

regular reading aloud and helping students with difficult words or supplying difficult words 

2) Sociopsycholinguistic View – innate ability that is acquired

main task of reading = use background knowledge and cues from three linguistic systems to understand

          

goal:

focus more on making meaning, not identifying individual words

graphophonics (letters and sounds)                        syntax (role in sentence)              semantics (meaning)

1) sample the text (read)

2) predict what will come next

3) make inferences, confirm or disconfirm predictions, integrate new information

*readers will construct different meanings based on their background knowledge and purpose for reading 

method:

combine letters and sounds (graphopohonics) with other sources of information: background knowledge, syntax, semantics

practice:

read extensively to acquire vocabulary in a variety of contexts (see the word several times to understand word forms, role in sentence, formal or informal, AND meaning)

silent reading, individually using reading strategies (like?)

ex: read comprehensible and interesting texts (picture books) so that students gradually learn to make connections b/w oral reading and print  à built up knowledge that allows independent reading

Two Views of Writing (p.29 – 32) 

traditional classroom: break writing into parts, teach each part, cohesiveness and structure important,

                begins with the parts à whole

goal

learn how to produce a good piece of writing 

method

begin with parts and build up to writing a whole text

clearly defined structure of writing

practice

directly instruct formation of letters, words, sentences, paragraphs (essays)

correct each piece of writing

given topic, complete response in limited time (writing test)

 

process classroom: more time on process of writing, content more important to organization and conventions (although those will eventually catch up) ex: invention –> convention

                begins with the message 

goal

produce good writing and acquire knowledge of writing process 

method

begin with the message -- > skills to produce message 

practice

create conditions for authentic written response – many different writing contexts (letters, lists, stories)

writing on a regular basis, and regular reading as input needed for written output

mini-lessons on expression

natural move from invention to convention (ideas to organization and mechanics)

classmates and teachers respond to drafts

Critical Period

Vocabulary

Comprehensible input- students should be able to understand the essence of what is being said and presented to them.

Fossilization- the presence of certain kinds of errors that persist in the speech of adult second language learners.

Lateralization- Language being centered in the left side of the brain in older people and both ways with younger kids

Important Facts

-          Children are better language learners than adults

-           There is a critical period during which language can be acquired.  Once past the developmental period people are not able to acquire a Second language

Examples 

-Adults have more language to learn when acquiring a second language.  When adults go to countries and they have to work  and usually get a chance to speak their native language.

-As a result children receive more comprehensible input in that second language than adults do.

-The three most common explanations as to why most, adults speak a second language with a foreign accent are based on neurological factors, cognitive factors and affective factors.

-  Neurological factors- Intellectual, logical and analytic functions on the left hemisphere.   The right hemisphere is the social and emotional needs.  Lateralization begins at age 2.

-Children who acquire the language before puberty do not have an accent.

-Critical period for the acquisition of phonology is the period prior to changes in the brain associated with laterization.

Cognitive Factors

-Older learners use cognitive processes to analyze language as a result, they have more difficulty acquiring a language  , particularly nuances of pronunciation.

Affective Factors

-Adults are more self-conscious than children and may feel in competent when learning a new language therefore developing an accent.

            -examples

            - nervousness
            -ego

            -having a negative attitude of people who speak that language.

Chapter 2 – Written and Second Language Acquisition

Pg 35 -40 

The Monitor Hypothesis:

·         Helps explain the role of learning in the process of language acquisition

·         Rules of language can be used to monitor spoken or written output

·         Most people monitor their speech in formal situations like speeches

·         However, in the flow of rapid conversation, they don’t have time to monitor the pronunciation and grammar mistakes

·         The more a speaker thinks about the message, the less the speaker can concentrate on the language and vice versa

·         Spoken language is more difficult to monitor than written language

·         More focus on form may interrupt the flow of their ideas

The Input and Output Hypothesis:

·         A teacher should make the input comprehensible

·         Student acquire language when they receive input that is slightly beyond their current level

·         The input should not be either below or at their current level . It should not be too much beyond their level

·         Different students will acquire different parts of language depending on their current level

·         Teachers can use pictures, gestures, tone of voice and hands- on activities to make the input more comprehensible

·         Students need more opportunities to produce comprehensible output as well

·         Good acquirers use different strategies both to understand a second language and also to make themselves understood

                The Affective Filter Hypothesis

·         Affective factors such as nervousness, boredom, and anxiety influence language by serving as a kind of filter to block out incoming messages and prevent language acquisition.

·         Student cannot acquire language that never reaches the language acquisition device

·         Language is acquired in a natural setting where meaningful and relevant comprehension takes place

Schumann’s Theory of Second Language Acquisition

·         Social factors help to explain the rate of acquisition

·         Psychological factors can create psychological distance which when combined with social distance helps explain a slow rate of acquisition

·         Social distance limits opportunities for students to receive the comprehensible input needed for acquisition

·         Psychological distance serves to raise the affective filter and prevent input from reaching the language acquisition device

 

 

Close to our Culture Class 2012

Thank YOU!!!! I wanted to highlight some of your thoughtful comments in your reflections and Case Studies. I feel so lucky to be working with so many CULTURALLY RESPONSIVE EDUCATORS like you.  Here are some things you had to say:

Chances are, if we are looking only at what a student seems to lack, the pattern will continue to be one of negativity.  If we first start with a student’s gifts, we will be that much closer to the sharing of those gifts, and I think we all want that.

Understand their difficulties to develop socially with others and also help them to develop confident in their owns telling them the same thing I tell myself every morning: even though they think I don’t know anything just because I don’t speak their language, I will be showing them they are wrong even in Spanish.

It is important that when we communicate with parents that we are sensitive to their feelings and personal history.

I will make activities based on my immigrant students’ cultures where we talk about their culture so that they feel comfortable in my classroom. I will make them work in groups where they can share their thoughts with other cultural students. I will give my immigrant students more opportunities to bring their ideas and experiences to my classroom. I will make them share their heritage and culture to the whole class.  I will recognize their individuality by showing interest in their learning and provide assistance for their academic success.

They migrated to our country to get a fair or better chance of life.  That does not mean that they have to conform to our ways and accept our beliefs.

It is important that ELL students have access to educational programs that focus on helping students finish school, acquire work skills, postpone parenthood, and keep physically and mentally healthy.  This can enable students to overcome barriers in the classroom.

To engage ELL students in school, educators must not try to impose American’s culture, but instead provide avenues to explore and strengthen their ethnic identities and languages while developing their ability to study and work in this country.

The question then is; how will teachers treat students with characteristics that are different from theirs?  Teachers have the opportunity to judge each student either positively or negatively.

As a teacher, I will make my classroom environment more comfortable for ELL students by posting pictures of different cultures on the classroom walls. I will provide an English speaking buddy (mentor) for each ELL student and make sure that they get help from their buddies. Occasionally, I will make activities based on my immigrant students’ cultures where we talk about their culture so that they feel comfortable in my classroom. I will make them work in groups where they can share their thoughts with other cultural students. I will give my immigrant students more opportunities to bring their ideas and experiences to my classroom. I will make them share their heritage and culture to the whole class. 

The progress of identity determines not only how students feel about themselves, but also what they see as important in their lives.  The challenge that I may have as a teacher is to recognize that these difficulties may be indicative of a need for ESL support rather than of a real learning disability or behavioral disorder. interest in their learning and provide assistance for their academic success.

I am also personally moved by my students’ testimonies of fear and confusion after their movement to the U.S.  Evidence of this constant state of fear surfaced a few weeks ago in two of my classes.  First, in my Extended Learning Time class, students chose a vocabulary word with which to complete a Frayer diagram.  One student chose the word “apprehensive.”  His example sentence read, “I feel apprehensive when I travel because I could get in trouble.”  The accompanying illustration showed a car stopped in front of another car with a red light on the roof, presumably a police car.

Students should be encouraged to remain who they are while respecting, actively engaging in, and appreciating American culture and the opportunities this nation provides to immigrants. The following equation from the chapter summarizes my thoughts effectively: A + B + C = A^D + B^D + C^D, meaning that immigrants should maintain their cultural identities while also acknowledging the dominant American culture on a daily basis.

It is therefore a huge mistake and a disfavor to students when attempt is being made to put them in a “one box fits all” structure.  Those students that cannot fit could be placed in a very disadvantageous situation.  With all the tools that are available today, it is incumbent to give time for students to get acclimatized to their new environment and test them when a deficient learning pattern persists before placing blames or labels as to why “Johnny could not succeed”    

Coming from a background that could have easily made me a culturally insensitive and racist individual didn’t happen.  Whether it was my own sense of right and wrong or just luck I was able to retain my own cultural identity and appreciate the things that make it great and still have the capacity to recognize weaknesses and issues that need to be addressed.  What I hope is the next cycle I go through is the clarified identity to achieve societal change (Noel 2008).  

I have learned to see beyond what my student just did and begin to ask what must have been the motivation or reason behind his/her action.  I now understand that constructive and earnest dialoguing with my student is needed in order to help student and teacher expand their identity.  My perspective as a teacher should be informed by my specific communities so that acquiring a new perspective from another culture should serve to deepen my understanding as an educator in my quest to help my student understand in a positive way their cultural and ethnic identity.  

In class a few days ago, the school’s lunch menu was announced on the morning announcements, and one of the menu items was called “Asian To-Go”. One of my students looked at me and remarked, “isn’t that a little racist”. 

Focusing on schoolwork becomes secondary when your parents are taken from you and your future seems uncertain.

The instructor Elizabeth Webb reminded me that to really understand a different culture, and to empathize with that culture, requires looking within first, and understanding one’s own culture as a basis for understanding others.

I know that students as well as teachers have far more varied life-affecting circumstances and environments in their lives than just race and nationality can define.  If we limit our understanding of people to just those basic labels, we not only lose the opportunity to make universal threads of connection in other, and sometimes far more important ways, we also fail to see people as more than just those basic attempts to define them. 

Rather than using a heavy-handed discipline or instructional approach, I try to inspire students to develop empathy and understanding for my classroom goals as well as those of each other, to lend a helping hand when they can, and to encourage others to stay on a positive track with their work. 

For English Language Learners, their home language is a large part of their personal identities.  Language connects us to others, and if you are not living in a place where your home language is not the language of power or the majority language, it can feel as if part of your very identity is being denied. Therefore, teachers should make every effort to affirm students’ identities – both the aspects that are carried over from a former home and the emerging qualities that result from living in a new, different culture.

I am genuinely interested in learning about my students’ culture, not just to help them, but because I genuinely want to know them better since I feel like my students are a big part of my life since I see them day in and day out.

It is difficult to strike a balance between preparing students for success according to specific, state and federally mandated measures of success (standardized tests) and allowing students to express other ways of knowing.

This chapter’s information helps me to see that even though students have cultural differences, that they still can be successful in their own unique way.  One just has to go beyond their our own confusion and fears as well as be willing to understand the many approaches to identity construction.

Many people at some time in their lives have a revelation to search to understand their cultural, ethnic, or sexual identity.  This is seen as an “encounter” or an “Ah-hah!” moment that sometimes may startle or confuse us. But, we must learn to accept our identity and move forward even though our reaction may range from cognitive dissonance to emotional shock.

 

Chapter 4: Question 11: Should a teacher focus on students’ learning style?

Naomi Onike

          Chapter 4: Question 11:    Should a teacher focus on students’ learning style?

Learning styles pertain to consistent patterns of behaviors and performance one uses to acquire learning.   It has been broken down into different components as follows

·        Physical Settings; involve amount of light, temperature, sound or design

·        Social setting; whether individual like to study alone or in groups

·        Learning Senses; visual (reading, watching a video)

·        Auditory; listening

·        Kinesthetic; practicing, role playing

·        Tactile; writing, building, or constructing

·        Cognitive learning style; sequential learner or analytical, left-brained and Global learner.

The reality is that individuals are not limited to just one component of learning style in their quest to acquire knowledge.  Some may perform well under two or three components or even more.  To restrict students just to learning style that is theirs will be a huge mistake.  All the same, it is necessary for teachers to understand the learning styles of their students.  This will help the teacher know how to plan lessons in order to accommodate the styles of their students. 

Ch. 4- # 2: Recognizing Deficiency and Difference Orientation in your own teaching.

According to Noel (2008), deficiency orientation is when a student is lacking something and the teacher feels the student should have it in order to succeed properly. From my experience as a math teacher, a couple of my accelerated math students take a lot of time to finish a task. I always assumed that this delay is because of their lack of interest in math, and also the lack of content knowledge. Later, I came to know that the two students are interested in math but their pace of learning and working is low compared to other accelerated students. Also, I have another Hispanic student who is not succeeding in my math class and I assumed that he is not succeeding because he doesn’t like school at all. Later, I realized that he is not succeeding in math because he has so many family problems. As Noel (2008) stated, deficiency orientation is very dangerous because teachers end up blaming the students’ failure in school on wrong assumptions rather than knowing the students’ learning needs and personal issues.

According to Noel (2008), difference orientation means the teacher sees the students’ characteristics as different, not deficient. After a few weeks of teaching experience, I started to see my students’ characteristics as different, not deficient. I have a student who is in my regular math class, and he is a special needs student. He just moved in from a different state. It is very hard to keep him on task, and I tried many different ways. However, none of my techniques worked. Then, I realized that he can be kept on task by giving him rewards. He is good at math, but he finishes his task only if he gets a reward.

In my perspective, every child is different in their learning style. As a teacher, we should use the difference orientation rather than deficiency orientation.

9. Learning Styles and Intelligences Emphasized in Schools

When I was in highschool I really struggled with Math.  My teachers always used one method to teach math.  They would stand in front of the class and teach from the overhead.  I never would pay attention and my mind would wonder off as the teacher was lecturing.   Our desks were in straight rows and facing the front of the room.  She taught from the textbook and gave practice problems from the book.  This method did nothing for my learning style. Not everyone learns the old fashioned way.   In today's math class students are able to be reached in a variety of ways.  We have various technologies that keep the students attention.  I do not think my  math teacher every did  cooperative grouping learning where we could teach each other and share examples. 
At Lilburn the teachers have a variety of  methods for keeping the students attention.  The students are able to interact in the classroom at various levels and this helps with comprehension.  Most of the desks are arranged in groups.  Students are given hands on manipulatives to work with.  The textbook that is used can be accessed from  home and it has a tutorial video that mirrors the lesson for that day.  Also it has video interactive games for the students.  They can take practice quizzes and complete practice problems.  I wish this technology was available when I was a student in high school.  Teachers today are able to reach the whole child with a series of strategies that help students to make connections with the lesson.

ESOL Mini Conference Notes

My Notes from the Conference to Share:

Panel Discussion presented by- Beatriz Uribe, Eunsook Lee, Lan Schlect, Yisu Brasel, Vesna Vujinovic

Students from Bosnia- school bell can remind students of war sounds/emotions
Use your HEART when instructing

Students who speak Spanish are Hispanic
Students from Latin countries are Latinos therefore, Latinos are Hispanics, but not all Hispanics are Latinos
"They're all Mexicans." Be careful; many differences among our Spanish speakers (bad words- may be a bad word in one country and not in another)
Different accents
Use of Formal vs Informal You
s, c, z-th sounds  doesn't mean that students have a lisp!
Many reasons for immigration-not all are poor! Parents can be lawyers, doctors, teachers highly educated
Find out- Where is the family from? Are they educated? What kind of support is available at home?
Sometimes parents have a 2nd grade education- Be Sensitive!
What obstacles do you face with students?
Send homework that the child can do alone.
Be aware of immigration issues- Deportation causes fear in families
Parents may have low education in technology- send paper copies home
Make workshops/training for parents on technology
Don't use siblings for translations= get a school or county translator!!
Don't assume that when a parent nods their head that means they understand
Diversity goes beyond their PHLOTE (Primary Home Language Other than English)
There is a huge increase in transitional students (students who leave and come back)

Korea- 5,000 years of history; almost all Koreans in the US are from South Korea
Struggles include: American school systems/activities such as spirit wear, relay for life, field day, Valentines Day
Helpful for parents to preview upcoming events and expectations
Lot of pressure to study-a lot of competition, so it is the norm to send children to school for extra help (to get ahead!) Korean School on Saturday is common
Teachers are seen as authority figures, parents are not always used to approaching teachers
Korean students do not have middle names; be sure to address students by their whole name such as Eun Sook not just Eun (which means clear/shiny silver) it would be like saying Clear
Do not write students' name in red ink- this means blood
Do not use the internet translation services-severely changes the grammatical structure
Be careful when writing in cursive-can be hard to understand
Eye contact seen as disrespectful
Normal to use the middle finger to point
Age of independence is older than in the US
Common for females to hold hands with females; males to hold hands with males
Teachers should initiate conversations with parents
Use both hands to hand papers back to students

Chinese- notes home and school functions can be confusing
Chinese language- millions of dialects, but all understand Mandarin (official language), doesn't use verb tenses normal to hear or read from a student "I yesterday go to movie." ending sounds "I read a lot of book."
No distinction between gender (He/She/It)= all the same in speaking
Teachers need to explicitly teach prepositions

Vietnamese- "Asian" does not equal a language or a culture of people; it is a continent
There are more differences than similarities with "Asians"

 

Notes from Bridging the Divide between GCPS culture and the Cultures of EL Students and families- Elizabeth Webb

Support   Lead   Inspire

How can you be "world class" if you are not globally competent?

Culture is: beliefs, cutoms of a particular society, group, place or time; has it own beliefs, ways of life, art; formed from humans @ a particular place, time, circumstances
They way buildings are formed and food is made- depends on the raw materials available and how humans discover how to live together
The Earth came to be and was formed with people all from different cultures
A way of thinking, behaving or work that exists in a place or organization
Artistic activities (music, theater, painting)
How we care for ourselves as physical beings may be the most important part of our culture.

What chacterizies American culture?  - democracy - equality - freedom to say, write, act   - inalienable rights of life, liberty and the pursuit of happiness

Cultures are on a continuum just like people
Think about the Olympic Opening Ceremonies  Individuality vs. Group
London- individual   Beijing- group

What characterizes GCPS culture?
-Teaching & Learning - World Class - Gwinnett is Great - Success Lives Here - Accountability- Data- Assessment -Diversity - CONINUIOUS QUALITY IMPROVEMENT- reducing gaps in minority and poor students- Achievement of each individual student - supports and interventions - parent involvement

What might EL parents experience or have experienced?
Schooling as a privilege - may involve fees
Not universally available
Students must adapt to school environment who do not achieve relegated to lesser track
High stakes exams determine long term economic success or failure
parent questions may be viewed as disrespectful

Culture vs. Linguistics

Multiculture - Intercultural - Bilingual - Globally Competent- Plurilingual - Monolingual - Culturally Responsive

WE ARE ALL ON THE SPECTURM OF ENGLISH LEARNERS!!! WE ARE JUST IN DIFFERNET PLACES ON THE SPECTRUM.

Plurilingual- Learning language for specific purposes. Take a risk! It expresses warmth and outreach to speak in another language to our students and families

Characteristics to Cultivate  = Curiosity and Empathy  
Jeremy Rifkin on Empathy "We are soft wired to experience another's plight as if we are experiencing it ourselves."
We all desire socibility, attachment, affection and have a drive to belong.
Video: http://www.ted.com/talks/jeremy_rifkin_on_the_empathic_civilization.html

Saturday 9/29/2012 at ISC

Reflection 2 from Chapter 3 is due TODAY!

Agenda:

Report to the ISC Grayson Room by 8:25am

 Saturday September 29, 2012

Panel Discussion with GCPS Translators 8:30-10:00

Breakout Sessions -Attend the sessions of your choice

session 1 at 10:10
session 2 at 10:55

Cohort Meetings (and working lunch 12:00-12:30)

12:30-3:30 Computer Labs. We will meet in the Galileo Lab.

Week 7 Learning Styles

October 2, 2012 

REFLECTION 3 from the conference is DUE TODAY!

Remember: By th October 9th at 4:30pm, your name should appear on the blog a minimum of 2 times to receive full credit for attending our elluminate session.

1. Read Chapter 4.

2. You must choose 1 question to answer thoroughly and thoughtfully (minimum of 200 words)by 8:00 pm on Oct 2nd. Please choose 1 of the questions from pages 153-155 from Developing Multicultural Educators. Please write the number and question so others can refer if they choose to respond to your answers/comments.

3. You must then respond to 1 other post with comments, questions, or any other meaningful conversation by the beginning of class on October 9th at 4:30pm.

Suggestions: Keep it related to your work with your ELs! Let's let these conversations be meaningful to you and your students. 

USE THE REST OF CLASSTIME TO WORK ON YOUR CASE STUDIES AND REFLECTION 4.

BOTH ARE DUE NEXT WEEK!

Please post below this blog entry where it says comment next to my name.  

I completely agree that sexism and racism are like viruses tearing apart the fabric of our nation. When we allow divisions between individuals based on gender or race, we are undermining the many factors that we have in common, like patriotism and pride. As educators, we must continuously encourage unity and a sense of "togetherness." Without expereriencing events like September 11th to unite us all, how will our students ever be open to working together toward a common goal in the future? We must put aside our prejudices and focus on what unties us, not divides us.

Question 5:  Racism, Sexism, and Socioeconomic Status

Both racism and sexism are human ideologies that are ingrained on the notion that one race or as in the case of sexism; one gender is superior to another.  The inherent cause of racism and sexism is based on the human need for approval or need for power.  This need is exacerbated in time of economic struggle or down turn.  The only difference one may cite between racism and sexism is that while sexism is more prevalent between the opposite genders, racism has no boundary.  It involves male, female, and children.  Racism and sexism are like cancer that can eat up the fabric of a society.  When individuals are allowed to have equal opportunity to aspire to their highest potential in life there will be more productivity and peace within the society.

Question 7          The theories of the Formation of Prejudice

For a person to appreciate the long term impact of prejudice, he or she must understand the meaning of the word.  Prejudice is an individual’s ways of making a value judgment either for positive or negative on a person, an object or an event before understanding the person or the things.  The formation of prejudice has been based on certain theories as follows:

·         Racial and cultural Difference Theory: this is based on the concept that people have fear and dislike for people who are physically and racially different from them

·         Economic competition theory; antagonism that results from competing for jobs or other economic benefits

·         Traumatic Experience theory; bad experience suffered from a member of another group

·         Frustration –Aggression theory; based on frustration that might arise when an individual could not meet real or perceived need

·         Social Control theory; based on people being forced to adhere to tradition and norms of the society

The impact of prejudice is that it affects an individual’s interrelationship with others.  Even for educators, teacher student relationship can be affected either for good or for bad.  I strongly believe that a societal prejudice starts with individual prejudice.  Most of our life believes start from individual bases and once it reaches general acceptance becomes a part of our tradition or norm.    I also believe that prejudice based on Social Control Theory will have the longest negative impact on society and the group within that society.  The simple fact is that it is a widely accepted concept which could be imbibed into tradition or norm and societies defend their tradition.  On the other hand, the other theories are mostly based on external and transient stressors like trauma in a person’s life, economic down turn and unfounded belief.  Once these stressors are removed, the prejudice most of the time will become a past issue. However, when it is based on Social Control Theory, the impact will linger for a long time because it has been ingrained into the tradition or norm and is widely accepted.