Informing Barriers to Classroom Practices with an Assessment Tool: Study on Private Schools Serving Children from Informal Settlements

Abstract

Classroom practices form an array of integrated teaching and learning strategies conducive to the real world. Lesser is known about the classroom practices experiences among the students belonging to the informal settlements in private schools of India. The paper presents a brief insight into barriers to classroom practices with a self-prepared assessment tool, namely Classroom Practice Position (CPP). It can aid teachers in prioritising practices for balancing participation in the classroom. The measure will help to determine the placement of classroom routine activities. The paper highlights the data from the perspectives of 58 students in Rourkela (a city in the State of Odisha, India) through a sequential exploratory method and data analysis with SPSS v.20. The CPP tool indicates that peer support from the well-performing students helps in mitigating stereotypes, in completion of classwork, identity and familiarity with teachers.

Full text

INFORMING BARRIERS TO CLASSROOM PRACTICES
WITH AN ASSESSMENT TOOL: STUDY ON PRIVATE
SCHOOLS SERVING CHILDREN FROM INFORMAL
SETTLEMENTS
Pallavi Kanungo
Classroom practices form an array of integrated teaching and learning strategies
conducive to the real world. Lesser is known about the classroom practices experiences
among the students belonging to the informal settlements in private schools of India.
The paper presents a brief insight into barriers to classroom practices with a self-
prepared assessment tool, namely Classroom Practice Position (CPP). It can aid
teachers in prioritising practices for balancing participation in the classroom. The
measure will help to determine the placement of classroom routine activities. The paper
highlights the data from the perspectives of 58 students in Rourkela (a city in the State
of Odisha, India) through a sequential exploratory method and data analysis with SPSS
v.20. The CPP tool indicates that peer support from the well-performing students helps
in mitigating stereotypes, in completion of classwork, identity and familiarity with
teachers.
KEYWORDS:Classroom Practices, Barriers, Private, Schools, Children,
Informal settlements
BACKGROUND
The classroom is a system where teachers and students create a knowledge
platform. Exchange of knowledge in the classroom aids in school achievements
and classroom practices is a key to educational progress. The routine practices
in classrooms are predictable and widespread, but the challenging part is to
MIER Journal of Educational Studies, Trends & Practices
May 2023, Vol.13, No. 1 pp. 114-128
DOI:10.52634/mier/2023/v13/i1/2333
Pallavi Kanungo
Research Scholar, Department of Humanities & Social Sciences,
National Institute of Technology Rourkela (NITR) Odisha, India.
Email: pallavikanungo11@gmail.com ORCID: https://orcid.org/0000-0003-3297-4355
This is an open access article distributed under the terms of the Creative Commons
Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original author and source are credited.

make these practices equally effective for all (Connell 1994; Knapp, Shields, &
Turnbull 1995; Hayes et al., 2009). Students as integral users of the school,
perceive their classrooms differently (Cook, 2001). The ratings or experiences
by students for their respective classrooms are of more significance as they
spend most of the time observing classroom actions (Hidlebaugh, 1973).
Classroom practices are never free from internal and external influence, and it
differs with schools and class instruction periods (Emmer and Gerwels, 2006)
and they are critical when addressing it within a diversifying background.
Dynamic classroom practices embeds a multicultural environment, which
generates scope for students to interchange qualities and learn better (Richards,
Brown, & Forde, 2007). Sadly, researchers rarely report children's experiences
in school even if they can reflect facts (Perry & Weinstein, 1998).
Not all students remain fortunate to get equal importance in the classroom,
e.g. disadvantaged students. They often lack access to necessary resources lack
attention from teachers; for instance, students receiving negative attention
from their teachers tend to exhibit more disturbing behaviour than those
receiving positive attention (Reinke & Herman, 2016). These children seek
somebody to take care of their needs in education, understand their situation
and assist them. It emphasises their willingness, expectations for participation,
need for inclusion, and acceptance among peers (Moore & McArthur 2011;
Petersson, 2012). Given the context, children from weaker sections can walk
into the resourceful schools under the Right to Education Act 2009 in India i.e.,
25% of seats are available to the children belonging to disadvantaged groups as
specified under Section 2 Clause (d) in all private schools. Sadly, the persisting
discriminatory classroom practices (Batra, 2011) dent the educational benefits
and undermine classroom realities.
The preceding context depicts instances in which students encounter
barriers that begin subtly in their classroom and discourage their learning. The
rationale for initiating this study is that most studies on classroom practices
have a rare emphasis on questions like —does a student from informal
settlement studying in a private school encounter experiences that deters
classroom participation. This paper presents a brief insight into barriers to
classroom practices with a self-prepared tool namely Classroom Practice
Position (CPP) that can aid teachers in prioritising practices by serving students
with an equal chance. This measure will help teachers to determine the
placement of classroom routine activities by mitigating exclusion.
REVIE W ON CL ASSRO OM E XPERI EN CE AND PRA CTICE S: STUDEN T'S
PERSPECTIVES
The classroom as a complex and unpredictable unit of the school (Lin,
Informing Barriers to Classroom Practices 115

Schwartz, & Hatano, 2005) holds a strong partnership between teachers and
students. Though students are clear about their classroom features, they often
conceal their classroom experiences. In some cases, the participation of
students depends on the number of friends they have, which boosts their
confidence. Students feel good about their classroom when they know teachers
and other students (Phelan, Locke, & Cao, 1992). The most engaging teachers in
classroom practices prioritise student-centric classrooms (Gurl, 2018). The
practices in the classroom gradually decrease among the teachers with the
increasing school levels (Borgmeier, Loman, & Hara, 2016). Sadly, in some
cases, no proper monitoring exists and teacher-directed discussion dominates
the classroom (Yew Tee et al., 2018). Moreover, some teachers' direct racialism
use 'silencing' to exclude students from contributing to the classroom or belittle
students for solving any question and label them as incapable of having any
educational progress. It may psychologically impact children by degrading
their safe space of learning to a classroom indoctrinating racial views (Weiner,
2016). Earlier studies found that even though enrolment is higher in cities,
dropout and disparities exists (Chugh, 2020). Moreover, growing informal
settlements, mainly in the developing ones (United Nations, 2015), have
educational concerns including, India.
Lesser is known about the classroom practices experiences among the
students belonging to the informal settlement (e.g. slums) in private schools of
India. However, the below highlights of literature forms the critical substance
of this paper. The students from slums bearing the effects of educational
disadvantage fail to finish their primary level (Banerji, 2000). Surprisingly, the
availability of schools at a short distance in slums became a ground for
questioning why students still have lesser education (Tsujita, 2013), while
other students withdraw due to discrimination (Banerjee, 2014; Vaijayanti &
Subramanian, 2015). Other studies claim that children from slums perform
better in private schools because they have strict rules (Krishna, Sriram, &
Prakash 2014) but, teachers failing to extend their support to weak students
lead to irregularity (Kumar & Sukla, 2016). Few claims were on teachers, who
have low expectations of students belonging to slums, for which they tend to
treat them differently. Students also feel that their teachers pick on them and
take disciplinary action for no-fault; hence, creating challenges towards the
school's requirements. Such complexities tend to be the early signs of
detachment (Khasnabis & Chatterjee, 2007; Singh, 2015). Although private
school enrolment is higher in urban areas among informal settlements, there is
still a disparity between children from well-off families accessing private
schools and children from low-income families going government schools.
Moreover, students from informal settings lack a supportive environment,
116 Pallavi Kanungo

which further aggravates their barriers towards understanding any particular
subject and affects their social interaction (Tsimpli et al., 2020; Bennell, 2022;
Rannaware, et al., 2022). However, nothing special has yet been done for the
children from slums in education; results in this study will stand significant.
RESEARCH OUTLINE
This paper expresses a micro-level study in Rourkela (a smart city located in
Sundargarh district of Odisha, India). The district has a satisfactory literacy
rate, i.e. male and female literacy is 82 and 64 respectively including the urban
area (U-DISE, 2016-17). However, operating this literacy data as a halo effect
has hidden the malfunctions in education system.
RESEARCH QUESTIONS AND OBJECTIVES
The study asks the following questions: What are the barriers that deter
students from high-need sections enrolled in private schools to limit
participation in classroom practices? What is the tool to measure these barriers
to enhance classroom practices? The paper informs a brief insight on barriers to
classroom practices with a self-prepared assessment tool. For this, the author
defines classroom practices as 'cooperative execution of activities by teachers
and students, whether in-classroom structured or unstructured encompassing
the students'-learning and teachers'-teaching processes'. Hence, the author
defines the issues to practices in the classroom as 'how it is taught' by keeping in
thought the curriculum, educational practices, learning experiences and
similar backgrounds of the study area.
SAMPLE
The study purposively selects the students from slum households in
municipality area, and snowballing method found the students enrolled in
private schools under the RTE reservation act. Fifty-eight students (27 boys and
31 girls) from three private elementary schools aged 11-13 years represent the
target respondents.
RESEARCH METHODS AND PROCEDURE
The author took verbal consent from the parents before collecting data. The
smaller sample size is to spend a productive interview time. This study
employs exploratory sequential mixed method design i.e. qualitative data in
the first phase and analysing the results quantitatively in the second phase
(Creswell & Clark, 2017). The first question deals with qualitative analysis and
the second question includes quantitative exploration in the result section.
Informing Barriers to Classroom Practices 117

Children respond to the interview in their comfort areas (home or place
adjoining the respondent's house e.g. park).
The interview process has three distinct stages:
ŸThe first stage of interview began with two basic unstructured questions
centred on class activities and class participation e.g., what were the top five
activities inside the classroom in the last three months? What was your
participation rate in that activity?
ŸThe second stage involves 25 unstructured questions based on the previous
two questions in first stage. All the top activities in the classroom and
participation rate aids in framing sub-set of questions for this stage e.g., do
your friends invite/request you for joining them in extra-curricular
activities? The primary reponses were collated into a single document. It
was uploaded to an Excel file and organised into color-coded cells to
provide helpful visualisations for categorising the most commonly used
terms. The excel sheet was manually searched once again, further
converting terms into in-vivo coding (i.e. created labels from the words
conveyed by respondents) and then themes (Adu, 2019) (See Table 1). The
themes were transferred (together with the frequency of codes) into SPSS
V.20 for data quantification.
ŸAfter using the themes from the second stage, the author initiates the third
stage of interview by obtaining the views from respondents on these final
themes to identify the perceived value on three dimensions of classroom
practices, i.e. the feeling of exclusion, possibilities of inclusion, and ranking
of possible enablers (helpful for coping).
Table 1
Specimen of Coding.
Source: Author
Survey Question
Summary of Responses
Summary of
Categories
Themes with
Frequency
Do your friends
invite/request
you for joining
them in extra -
curricular
activities?
R1- My friends do not
even ask me to join the
activities because they
assume I cannot afford
resources to participate in
extra -curricular activities.
R2- They ask me in
uncertainty because they
feel I am not capable.
R3- My friend requests
me to participate i n extra -
curricular activities.
Social stereotypes,
ignorance,
assumption,
classroom
performance or types
of activities,
Social competence.
Extra-curricular
activities – 88
118 Pallavi Kanungo

RESULTS AND ANALYSIS
The most scored eight themes (i.e., selected for its significant chi-square p-
values <= .005) were divided into two groups, i.e., four classroom activities
(oral reading, written assignments, project work, and extra-curricular
activities), and four classroom environments (seating arrangement, doubt
clearing session, peer support in classroom, and unwillingness to participate).
The eight themes on which students' expressed their most perceptions had an
evident means and standard deviation. Of the total 58 student respondents,
most children experienced the feeling of being excluded during classroom
discussions and doubt clearing sessions, i.e., 21%. Similarly, the high
possibility of inclusion is equal between oral reading and classroom discussion
(See Table 2). The qualitative explanations on ranking orders explains the first
research question i.e. the barriers that limit participation in classroom practices
and they are as follows:
ŸClassroom Discussions and Doubt Clearing Session - Students in private
schools outperform their government school peers. The smaller student-
classroom ratio in private schools informs us of more committed teachers,
discipline, attention on students, and so on. However, the current findings
indicated that teachers paid attention to well-performing children. They
often ask or rely on the well-performing students to explain their doubts to
their peers. Unfortunately, students with shy or hesitant nature fail to
benefit. They lag, especially the weak ones, resulting in their poor
performance in the classroom and remaining passive in discussions.
ŸExtra-Curricular Activities - Extra-curricular activities strive to promote
opportunities by identifying the hidden qualities and skills. Inclusive
participation can break down social stereotypes by accommodating
healthy competition. Teachers and school heads are the gearing enablers
who can ensure equal participation among all in the school premises.
However, the exclusion is present in extra-curricular activities, but
students also ranked it as the second-highest area where inclusion can be
possible. Primary responses indicated that teachers only pick those
students who have already proven capabilities or are competitive enough
to represent and win. Unlike debate, essay, extempore, and poem writing
competition, respondents received chances for in-school activities like craft
and dance. Most of them are never asked for competitions independently
by the teachers, except the encouragement comes from their peers. Hence, a
lack of appreciation and encouragement weakens their inclusion.
Informing Barriers to Classroom Practices 119

ŸPeer Support in the Classroom - Peer support can help these children feel a
sense of belongingness among students. The supporting attention can
encourage them to expand their activities to promote social competence. It
is also perceived that collaborative learning could assist them in
understanding classroom instructions. A good company of friends can aid
in exploring their capabilities and tailor their weaknesses into strengths.
ŸSeating Arrangements - In most private schools, this arrangement is fixed
or on a rotation basis. In both cases, the bench partners influenced the
classroom practices. Five respondents stated that their teachers and peers
often perceived that children from slums use foul language, particularly
boys. Moreover, untidy clothes and unclean appearances differentiate
them among peers, for which low chances occur for them to sit with their
desired classmates. At times, undesirable etiquettes have compelled the
teachers to make the student sit alone. Hence, such cases demotivated peer
support and escalated isolation in the classroom.
ŸOral Reading - Poor pronunciation, low confidence, fear of interruption for
mistakes, stage fright and fear of the audience, and criticism also deterred
from participating in reciting activities. Few respondents managed well to
read aloud to perform in internal assessment or as a practice in class
routine. Still, many believed more space for inclusion in this activity, e.g.
teachers appreciating reading, motivated few respondents to revise that
subject at home.
ŸWritten Assignments - There prevailed a high exclusion in written
assignment activity. Respondents perceived that their performances
influence the decision of teachers while grading assignments. They find no
attention from teachers to rectify their mistakes. Moreover, bullying by best
performers, comparison, and peer criticism prevents improvement.
ŸProject Work - With the low rank, this activity carries an equal amount of
inclusion and exclusion. Respondents perceive that though they have an
excellent possibility of inclusion, they can still manage project activities
because it does not foster competition. Most project activities include
content from within the curriculum, which does not bother them much.
ŸUnwillingness to Participate - Similarly, the continuous feeling of
exclusion made a handful of respondents represent a lack of willingness
with no specific reasons.
Hence, the classroom environment is a crucial component for classroom
practices (See Table 2).
120 Pallavi Kanungo

Table 2
Rates of the Perceived Value of Eight Themes and Three Dimensions of
Classroom Practices.
A high positive correlation between oral reading and written assignments
was found to control classroom learning, i.e. understanding the subject matter
and converting it to output through the homework. Similarly, a high
correlation of oral reading with the seating arrangement and peer support in
the classroom indicated that children sitting alone in class or feeling excluded
might impede their reading; thus, peer support and classroom bench partners
have a vital role. It can induce eagerness towards learning and completing
homework, classroom assignments and so on. The inclusive classroom
discussion can boost the success of the written assignment. The writing practice
will develop if the teacher discusses the class topic by involving every
performer. Moreover, completing written assignments in a better way will not
only help the respondents to fetch class assessment marks but also strengthen
their zeal to perform better. They can have their identity, e.g., chances of
becoming visible among students and having an opportunity of participation.
Few children from slums have bright student friends, with whose help
classwork is managed. They get advice from their bench partner that supports
them to demonstrate the skills. This support even led them to gain an identity in
the class, familiarity with teachers and satisfactory priority to participate in
extracurricular activities. However, the self-unwillingness to participate
negatively correlates with the classroom discussion, peer support and project
Categories
Name of
themes
Students
Feel
Excluded%
Possibility
for High
Inclusion%
Rank of
Themes
Possible
Enablers
Mean of
Themes
S.D
of
Themes
Classroom
Activities
Oral reading
4 (7%)
10 (17%)
5
Teachers
3.05
0.5
Written
assignments
9 (15%)
8 (14%)
6
Teachers,
parents,
and peers
3.79
0.9
Project work
8 (14%)
8 (14%)
7
Teachers
and peers
2.23
0.7
Extra-
curricular
activities
10 (17%)
7 (12%)
2
Teachers
2.03
1.6
Classroom
Environment
Classroom
discussion/
doubt clearing
session
12 (21%)
10 (17%)
1
Teachers
3.44
0.7
Seating
arrangements
9 (16%)
9 (16%)
4
Teachers
and peers
2.10
1.06
Peer support
in classroom
4 (7%)
5 (9%)
3
Teachers
3.32
0.5
Unwillingness
to participate
2 (3%)
1 (1%)
8
Teachers,
peers and
parents
1.76
0.4
Total
58
58
-
-
-
-
Source: Author
Informing Barriers to Classroom Practices 121

work. When the children from slums have a feeling of alienation, bullying
and a sense of being neglected (among their peers and teachers), then they fail
to cope-up (See Table 3).
After analysing the correlation and quantifying the results, the monitoring
chart was prepared to aid teachers in checking the right amount of support a
student needs for classroom practices. The following phrases provide the
answer to the second question i.e. establishing a tool to measure these barriers
to enhance classroom practices. The chart is organised by considering the
highly correlated figures (i.e. level of significance 0.01) is marked tick
against each category. Similarly, the correlated figures (i.e. level of
significance 0.05) is marked . The reason for distinguishing it is to bring
indispensable practices to the forefront. Such distinction will aid in
understanding the need of managing the components and give them priority
in the classroom. Finally, the ranks are assigned to each theme i.e. the number
of ticks under each article; for example, oral reading has four tick marks (even
if you count from a row or column-wise), so the rank is four. However, to
bring out the priority level and check on the missing themes in classroom
practices, the fraction framework is used. For example, oral reading has rank
four, so the significant level of 0.05 (marked as ) is taken as rank one and is
divided into the ranks of themes i.e. 4/1=4. Hence, oral reading comes to 4
under the classroom practice position (CPP). This position indicates that the
teacher is paying more attention to oral reading in the classroom in
comparison to other classroom practices such as written assignments
[CPP=1.5], project work [CPP=0.7], and peer support [CPP=0.8]. Hence,
teachers must pay attention to other measured themes and mitigate
unwillingness among children to enable inclusive activities and peaceful
learning in the classroom (See Table 4). Ignorance towards these barriers may
certainly reinforce dislike towards class subjects, lack of interest in learning,
exclusion, absenteeism, and so on.
122 Pallavi Kanungo

Source: Author
**0.01 significance & *0.05 significance level.
Table 3
Correlations Between Eight Themes Under the Scale.
Informing Barriers to Classroom Practices 123

Source: Author
Table 4
Tool to Monitor Classroom Practices (Classroom Practice Position - CPP).
124 Pallavi Kanungo

DISCUSSION
On examining the classroom practices, most of the students from informal
settlements enrolled in private schools remain passive learners. Only a few
have adopted their way of coping with academic endeavours through a well-
performing friend circle, supportive parents, and elder siblings in the same
school. This study suggests the teachers' to ensure their attention towards
micro-practices in classrooms. For example, a display of willingness to
involve the poor performing students in classroom discussion,
extracurricular activities and allied practices will curtail the gaps and
promote social acceptance and enhance inclusivity (Mulholland, &
O'Connor, 2016; Woodcock et al., 2022). It can further strengthen their rights
by making these children confident about their chance in participating
irrespective of their complex background. The classroom practices in our
research suggest that local needs largely determines the strategy that can
produce impetus among the young minds to prosper from micro to macro
settings. This study can help other similar research topic to gauge the
effectiveness for bringing reforms in classroom practices.
CONCLUSIONS
This article navigated through the broader backdrop of classroom practices
on inclusion and narrowed it down to the practical implication at the
classroom level. It stressed the significance of inclusion of children into their
class routines for holistic benefits and as a means to cultivate meaningful and
peaceful classroom learning. In the absence of systematic modification in
classroom practices, inclusion will remain critical. This paper reflected
barriers that stand prominent and limits classroom participation. According
to the findings, it is suggested that if teachers can understand the classroom
practices in favour of deprived children, then it can promote peaceful
learning and inclusion. It can help teachers accommodate diverse students
from various socio-economic sections to have value in the educational
system. It can help practitioners and educators to develop an equitable
environment for disadvantaged students. Furthermore, it will stimulate the
line of research to investigate various types of classroom practices in other
similar contexts. Hence, this paper suggests tailoring classroom practices
from a lower level to help meet the needs of the deprived ones.
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128 Pallavi Kanungo