Symbolic interactionism is an informal education, it focuses on micro levels, social processes,

human behaviour and practically of which is pragmatism where it specifically emphasis on

individual perspectives. People make actions based on the meaning have for them by judging
the situation to create the better meaning for them, for example at home I was taught to bow
down by knees whenever I am giving someone who is older than me food but then one day my
high school class teacher ask me to go and peal orange for her, when I come back I bow down
with my knees and the whole class was laughing including my teacher and my teacher taught
I was scared of her she was always shouting at but my intentions was to show some respect..
symbolic interactionism is continuously created through interpreting processes during
interactions with others meaning can change through socialising which means there is no
permanent meaning where individuals have the freedom to change the way of their thoughts or
meanings Bain (2011), therefore every culture can change through new adaptations or
socialising with new people in a various environment. Interpretation of meaning sometimes is
based on previous experiences.

According to (2009) claims that according to the symbolic interaction perspective, interactions
occurs between learners and educators of which it helps individual to develop a set of
expectations for that learner’s performance both in school subjects and discipline, but (2010)
suggest that through the educator expectancy effect, an educator’s expectations of a learner’s
performance or achievements influence the real performance or achievement of that learner.
When the expectation is low, the learners then react by finding other channels for positive
response or by tolerant the expectations of an educator as a fact, living down to their ability.
Moreover, for example if learners have got zero in a test and the teacher told them to work hard
so that they will do better next time, some learners will think the teacher is not capable of
teaching while other learners will recognise their mistake and study much better for the next
test. However, there is a lot of features in education that can impact what and how children
learn. The formal curriculum utters the arranged subject matter that is taught to the learners
namely basic skills (reading, spelling and writing) or more progressive).

Furthermore, some learners are taught the agenda of hidden curriculum or the norms of god
behaviour for a community or tradition that are taught within the system of the school (2000)
he argues that the hidden curriculum is part of the plan curriculum for schools but is being
taught slightly through the support of behaviour and attitudes that the community believed in.
in addition for example, literally with being taught material in school subject areas, kids are
trained to raise their hands before asking a question and also ask authority to go out to pee and
it is usually work on certain modules hours of the day, by not to talk in class and follow the
instructions that utmost educators find crucial for sustaining order in the their classroom. An
educator expectancy impact is the effect of an educator’s expectations of a leaner’s
achievement or performance real achievement or performance of a learner, a leaner may
preference indirect signs from an educator about how well she or he should perform. For
example, if a teacher thinks that a learner should be on the top ten of the class but she or he is
only performing at second last of the top ten, the educator must encourage leaners to pull up
their socks so that they can improve their performance. Blumer (2001) argues that learners are
frequently labelled in educational system in general or the classroom specifically, one learner
might be placed in a helpful path that receives a less challenging work while other learner is
place into a gifted path and she or he is challenged to do the best. Even outside the formal
academic system, learners’ can be identified informally as trouble makers, developmentally
slow or as poor leaders. Symbolic interactionism sometimes leads people to the wrong
interpretation where people judge the symbols according to what is in front or they see in that
time. For example, if the teacher come to class with the empty box, some of learners will
thought they are going to cut the box and make anything that will requested by the teacher,
only to find out the box is for rubbish to keep the class clean.

Constructivist learning refers to the idea where students construct knowledge on their own,
learners are regarded as who do have knowledge not being empty slates, by constructing
meaning they are learning new things and there is no other way around. Inhelder (2008) state
that constructivist teachers suggest problems and questions then after guide learners to assist
them to come with their own solution or answers. Teachers use many strategies in teaching
process. For example, they will tell learners to come up with their own questions (inquiry),
authorising various explanations and terminologies of learning (multiple intelligences) and
encouraging team work and the use of peers as resources (collaborative learning). In a
constructivist classroom. according to Vygotsky (2001) in a constructivist classroom learning
is constructed therefore leaners are not empty vessels, they learn from what their have
experienced or already know and the background knowledge is the raw material or the seed for
the new knowledge they will formulate. for example, the teacher presents a class problem to
mix the ingredients of the birthday cake. Regardless of starting the problem by announcing the
ingredients, an educator authorises learners to construct and reflect their own ways of mixing
the ingredients. Some learners offer their own knowledge while others were against it. Learners
discuss these and other ways they heard of before, and they lastly agree on one method to the
obstacle.

Therefore, constructivist classroom learning is always active, learners are the ones who creates
new ideas or understandings for themselves, the teacher is the moderator, an instructor and
advices but authorise learners’ space to ask questions and try new ideas on their own to prove
their activeness. Piaget (2005) agrees that constructivist learning is part of reflective, learner
centred where learners lead their own learning process and they control by reflecting to their
background knowledge or experiences. By controlling their learning process, it makes them
authorities of their learning process allowing learners to reflect on their own meanings it help
them to develop wider in their minds so that they can be able solve problems on their owns,
even though constructivism regarded as learner centred it does not mean learners construct
their meanings individuals but also with their peers .For example, the more they review and
reflect on their learning process as mates, the more they can get various or new strategies from
each other. Collaboration learning have a huge impact in the constructivist learning booyse
(2012) constructivist learning encourages learners to work hard on their own so that later on
they can points that there were invalid, or they have failed to link their experiences with the
new suggested ideas, but the teacher is always available with the red pen to correct.

Symbolic interactionism is related to constructivist learning symbols give people the reason to
link their previous experiences with the new ideas. Nonetheless symbols are interpreted
through what is being display but some people it is difficult for them to interpret because it is
their first time seeing such symbols while other have seen it before. One learner can share his
or her previous experience or story about how bad she or he grew up then the learners who
grew up with everything in their homes they will see that learner as an attention seeker or as
someone who wants sympathy from others but those who grew up in identical rural areas they
know the struggle. The above statement shows how learners judge symbols and make their own
meanings which elaborates further how they use their background knowledge to make new
meanings Hein (2006). Therefore learners own their learning process and also create meaning
on their own through socialising with their peers while the teacher is there to mediate the
learning process so that it will be easy for learners to ask the teacher if they have the
misunderstanding of something. For example the teacher will ask learners to bring bowls to the
class for the following day , learners will thought they are going to have some food in class
because they already know from home that bowls are for the food ,only to find out the teacher
asked them to bring those bowls because she or he wants to teach them about the shape of a
cycle regardless of the various materials such plastic, glass or enamel but it is the same

Background knowledge shows that people are born with knowledge not empty slates and each
symbol they see they will always make meanings to understand that symbol. Collaborative
learning encourages learners to work together even in future to make better meanings