Mary Wyrzykowski

4 May 2016

Social Cohesion Paper

Perception of Fairness to One's Children

In the Hauptschule Gaming, I have observed two classes of eleven and twelve-year-old students

learning English. The two classes seem to run at different paces due to the abilities of the students in

each class. This is an example of grouping. This technique of grouping is most evident in mathematics

and foreign language at the middle school level (Heyneman, 2002-2003, 89). Even though English is

our native language, it is a foreign language in Austria.

Parents support the grouping systems that favor their children (Heyneman, 2002-2003, 89). This is

implemented in my cooperating school by placing the students who need more help in a smaller class.

By doing this, the teacher can focus on each student as needed. As a result, these students are not left

behind in the faster-moving class. The more advanced students are in a larger class. The teacher of this

class can move through sections and have her students work more independently. The faster-paced

learning environment reduces the chance of the students becoming bored. The teacher in the faster-

moving classroom seems to give her students more exercises focused on preparing ideas for

conversations and using them. The teacher in the slower classroom seems to focus more on vocabulary.

She uses games to test how well the small group of students can translate German words and phrases

into English words and phrases. I believe that both teachers have found a method that works well for

their classroom. By splitting up the students into two groups, the lower-level students have been helped

without any detrimental effects to the higher-level students. The system benefits all of the students in

the grade level.

With a system that benefits all of the students, there is no suspicion of bias towards one group or
another. If this element were to lack, the willingness of teachers, parents, and students to be fair would

be compromised (Heyneman, 2002-2003, 89). This is not to say that all of the students come from the

same area or the same background. During one of the weeks I was observing the faster-moving

classroom, three out of the four students I had in my group take the bus school. Out of those three

students, only two of them ride the same bus. This suggests that the third student is from a different

area. Despite the differences in area, all of the students have equal opportunity in the classroom.

Minimizing the gap between the two classes also plays a role in the social cohesion of the students.

This is because when there are many promotions in a group that have students close in skill level, those

who do not get promoted feel a sense of unfairness (Heyneman, 2002-2003, 89). Such uneven

promotions would occur if certain students were favored over others. My cooperating school increases

social cohesion among students by making grouping advancements intentionally and gradually.

There is at the very least a perception of fairness. This perception positively influences and informs

the behavior of the teacher and students. The perception of fairness is influenced by social networks,

disciplinary actions, extra-curricular activities, and the media (Heyneman, 2002-2003, 89). In my time

in the classrooms, there has not be a great need for disciplinary action. The students are well-behaved

towards the teachers and as well as each other. Occasionally, there are instances when some of the

students forget to do part of their homework. When this happens, the teacher calmly, but sternly,

reprimands the students. Even in reprimanding the students, the teachers uphold the perception of

fairness. After the reprimanding, the teacher gives the students an opportunity to redeem themselves.

Positive and fair environments such as these inspire students to learn.

It is one thing to learn about the perception of fairness and another to implement it in the classroom.

When we may spend too much time with one individual who is falling behind, the other students my

suffer. However, we must always keep the perception of fairness in mind. A perception of fairness leads

to the fostering of social cohesion in each student by teaching them to treat others fairly.
 References

Heyneman, S.P..(2002-2003). Defining the Influence of Education on Social Cohesion. International

Journal of Educational Policy, Research, and Practice: Caddo Gap Press