Understanding the play of tacit social modelling in classroom interactions: a qualitative analysis

Abstract

This exploratory study investigates the influence of teachers’ perception of students’ socio economic position (SEP) on the disciplinary practices they adopt in classrooms. Qualitative data were collected using classroom observations and interviews with students, their parents and teachers. Findings highlight differentiated disciplinary practices based on students perceived SEPs. Significant differences were evident in classroom observations and students’ description of their disciplinary experiences. Differences were also manifested in parents’ description of teachers’ interactions with both students and parents. Findings also indicate that teachers’ social class has no bearing on parents’ perceptions of teachers’ attitudes towards them. However, from the parents’ viewpoint, their SEP may explain teachers’ varied interactions towards parents and students from diverse backgrounds. Findings further indicate the implicit play of hierarchy and power within classroom settings was not lost on students who in turn engaged in the same manner during peer interactions.

Keywords:

• Socio economic position
• disciplinary practices
• punishment
• classroom interactions
• social modelling

Acknowledgements

An earlier version of this paper was presented at the Sixth International Conference of the Comparative Education Society of India on December 14–16, 2015, at the Azim Premji University, Bangalore, India.

Notes

1. An autonomous body under the Ministry of Resource and Development, Government of India. It is the administrative controller for 49 KVs in the erstwhile State of Andhra Pradesh, India.

2. Some of the KVs are under Army and Air Force establishments under high security and restricted access.

3. As discussed under the section on Research sample class teachers in the sample schools move with students from first grade to fifth grade. The class teacher referred to here is the same as in the present class.

4. Arpita had broken her hand when she was an infant and this causes her to write slowly.