The Informal System and Hidden Curriculum

A Reflection Paper

The topic is chunked into two discussions, which were initiated by defining what an
informal system is as well as its occurrence at school. It was illustrated by means of peer and
teacher interaction inside the classroom. Thus, it is a way of communication between students
and teachers, a typical activity inside the classroom environment. However, the discussant did
not focus on explaining the informal system alone. Instead, she gives emphasis on the next
subject which is the hidden curriculum. In 1971, Snyder also defines the “hidden curriculum” as
“implicit demands that are ubiquitous in every learning institution and which students have to
know and abide by in order to survive in the instructional room.” The discussant also explains
that these unwritten regulations are needed to determine how we learn to cope with unspoken
expectations in real-life settings. It addresses the issue of teachings that are not explicitly taught
or are not included in the lesson plan; it often covers beliefs, values, and conduct. It consists of
three R's: rules, routines, and regulations.

Furthermore, the hidden curriculum also emphasizes the significance of morality in the
classroom, that schools should ensure the moral fabric of society from generation to generation.
For instance, we were taught how to be polite, not to steal, and respect the elders; it gives us a
sense of direction toward goodness and promotes the perks of being a good child and student.
Next is the cultural expectations on students whether academic, social, or behavioral
expectations as imposed by the schools to convey a message to the students. As per the definition
of cultural expectations, we adhere to the thought of doing something because those who have
done that thing did it. For example, a parent might tell his child that she could do math because
he has done that when he was her age is a good example of cultural expectations in the name of
academics. Likewise, in the context of cultural background, some may think that an immigrant
student who just recently arrived or maybe a late enrollee in a school can be expected to have
high-grade expectations. Since that student came from a prestigious school and is good when it
comes to academics. Culture always affects the societal and scholarly progress of things; another
example is the cultural values that are promoted by the school, educators, and peer groups. For
instance, in certain schools, conformity has a very significant value while in other schools they
might even tolerate it. Based on the discussion, what I understand here is that it always depends
on the schools’ way of promoting learning. Since some educational institutions forbid students
who take the initiative to question the rules while other institutions allow it as it contributes to
their success and fosters a friendly school environment.

However, I also believe that in every formal and informal initiation there is a reason why
a student does that or dares to do that act. It is just a matter of perception on the institution’s side.
Not to mention how it can be used as a good model (if it has a positive effect) on other adults and
students. In relation to that is the discussion of cultural perspectives of schools or the way they
recognize, honor, and integrate diversity for multicultural perspectives. Some schools, for
example, may require newly arrived immigrant children and their families to “subsume” into
American cultures, such as by asking pupils to always speak English in school or by not offering
translated informative materials or other specialized aid. Other schools, on the other hand, may
actively integrate or promote the student's multicultural diversity, for example, by encouraging
kids and parents to contribute experiences about their home country, or by displaying and
producing educational materials in different languages. Non-American cultures may be
completely neglected in one school while enthusiastically praised in another, resulting in feelings
of isolation or inclusion for kids and their families. It also promotes respect for these students
and gives a sense of acknowledgment if they are accepted and valued no matter where they come
from. Hence, giving way to a safe learning environment which I think is the best thing in terms
of cultural perspectives.

Moreover, in the last part of the discussion, there is always a part where schools have a
way of promoting or fostering certain regulations. Maybe to encourage the student to abide by it
and continue to do so. But I think it is also important for us to acknowledge the part where we
normalize being mindful of our assumptions and expectations toward our students regardless of
the cultural expectations. It is important to give them time to recognize the value of the hidden
curriculum, and putting it into the written instruction can help them as well. Using a deepen
analysis can help us avoid the normative filter that oftentimes contributes to the negative
consequences of the learning experience. Thus, by doing so, we can help in easing the problem
of perpetual education inequity.