Three Social Theories

Jona Q. Guevarra
Structural- functional theory
 Herbert Spencer
 Views society as “ a system of interconnected parts each
with a unique function. The parts have to work together
for stability and balance of society.
 The functionalist theory is focused on social stability and
solidarity.
 Purposes of Schooling
according to Functionalists
1. Intellectual purposes – acquisition of cognitive skills,
inquiry skills.
2. Political purposes- educate future citizens; promote
patriotism; promote assimilation of immigrants; ensure
order, public civility and conformity to laws.
3. Economic purposes- prepare students for later work
roles; select and train the labor force needed by society.
 Purposes of Schooling
according to Functionalists
4. Social purposes- promote a sense of social and moral
responsibility; serve as a site for the solution or
resolution of social problems; supplement the efforts of
other institutions of socialization such as the family and
the church.
 Conflict Theory
 There are always two opposing sides in a conflict
situation. People take sides between maintaining the
status quo and introducing change then arrive at an
agreement.

e.g. The factory workers want change – better working

conditions, higher salaries. The factory owners naturally
are opposed to such. The resolution of the conflict ,
however leads to a compromise, a change in the way the
factory is managed where both workers and owners are
happy.
 How proponents of Conflict
Theory regard Education
 The purpose of education is to maintain social inequality
and to preserve power of those who dominate society
and teach those in the working class to accept their
position as a lower class worker of tsociety. Conflict
theorists call this the “hidden” curriculum socializes
young people into obedience and conformity for them to
be developed as docile workers.
 The symbolic interactionist
theory perspective
Three tenets of symbolic interactionist theory are:
1. An individual’s action depends on meaning.
We act based on the meaning we give to
symbols. Symbols can be actions, objects or
words. If a student understands that teacher
believes in his/ her ability he/ she tries his/ her
best prove that indeed he/ she is able. If a
teacher does otherwise, a student tends to
behave in accordance with teacher’s
perception.
 The symbolic interactionist
theory perspective
Three tenets of symbolic interactionist theory are:
2. Different people may give different
meanings to the same thing. When teachers
are strict, some students see it as an
expression of care. Others may rebel because
they perceive teacher’s behavior as limiting
their moves and desires. A businessman may
look at a tree and start estimating how much
money he can get if he has the tree cut down
for lumber. A philosopher or a poet may look
 The symbolic interactionist
theory perspective
at it with the thought, “they also serve who only
stand and wait” like John Milton’s from his
poem “ On His Blindness”.
3. Meanings change as individuals interact with
one another. A negative meaning that you
used to associate with hospital when you went
to a hospital which looked more as a hotel than
the usual hospital you know is changed. After
you have thought well, your first impression of
teaching is boring is change to teaching is
exciting.
 The symbolic interactionist
theory perspective
Implications to Teaching
 Consider the symbols and details of everyday
life, what these symbols mean, and how
people interact with each other.
 Conversation is an interaction of symbols
between individuals who constantly interpret
the world around them. To ensure mutual
understanding, the sender of the symbol and
the receiver of the symbol must give the same
meaning to the symbol or run the risk of
misunderstanding.
 The symbolic interactionist
theory perspective
Weakness
 Neglects the macro level of social
interpretation- the “big picture.” In other words,
symbolic interactionists may miss the larger
issues of society by focusing too closely on the
“trees” or by restricting themselves to small or
individual interactions.
 The symbolic interactionist
theory perspective
Weakness
 Neglects the macro level of social
interpretation- the “big picture.” In other words,
symbolic interactionists may miss the larger
issues of society by focusing too closely on the
“trees” or by restricting themselves to small or
individual interactions.
 The symbolic interactionist
theory perspective
Weakness
 Symbolic interactionism traces its origins to
Max Weber’s assertion that individuals act
according to their interpretation of the meaning
of their world. However it was the American
philosopher George H. Mead (1863-1931) who
introduced this perspective to American
sociology in the 1920s.
 Guided Reading
 “The purposes of this block are to expose children to a wide range
of literature, teach comprehension strategies, and teach children
how to read material that becomes increasingly harder.” (The
Teacher’s Guide to the Four Blocks)

 Pre-Reading: 5-10 minutes

- build or review prior/background knowledge necessary to read the selection
- do a picture walk, introduce vocabulary, set a purpose for the reading
 Reading: 15-20 minutes
- reading with one or several of these methods: shared, choral, partner, echo, independent,
or three-ring circus (alone, with partners, or with the teacher)
 Post-Reading: 5-10 minutes
- follow up activities consisting of: discussion, making a graphic organizer, response writing
and making connections
 Self-Selected Reading
 The purpose of this block is to get students to “choose what
they want to read and to what parts of their reading they
want to respond. Teachers hold individual conferences
with children about their books.” (The Teacher’s Guide to the Four
Blocks)

 Self-Selected Reading: 30 minutes

- Teacher Read Aloud
- Students’ self-selected readings (student select and read books
on their own levels)
- Teacher Conferences
- Book talks (opportunities for students to share what they are
reading with their peers)
 Writing
“One way children learn to read is by writing. For struggling children,
their own writing is sometimes the first thing they can read.” (The
Teacher’s Guide to the Four Blocks)

 Teacher Mini-Lesson: 5-10 minutes

- teacher writes and models all the things writers do

 Student Writing: 15-20 minutes

- children work on their own writing (writer’s workshop, focus writing, and
writing from prompt)

 Author’s Chair/Sharing: 5-10 minutes

- a time when children can listen to and share with their peers about what
they are writing
 Working with Words
“In the Working with Words Block, children learn to read and
spell high-frequency words and the patterns that allow them to
decode and spell lots of other words.” (The Teacher’s Guide to the
Four Blocks)

 Working with Words: 30 minutes

- Make/work on word wall
- Learn spelling patterns (Making Words, Guess the Covered Word,
Rounding up Rhymes, and Reading/Writing Rhymes)
- Transfer from reading and writing
The Four Blocks instruction is neither whole-
class nor ability grouped. The teacher uses a
range of materials and cooperative structures
to make Four Blocks meet all levels and meet
the needs of all learners.
 Our Critique
 Ability grouping in lower elementary classrooms will always be
a controversial debate. It is encouraging to learn that Four
Blocks doesn’t use ability grouping to teach children reading
and writing. Children placed in lower ability groups perceive
themselves as poor readers and often have attention and
behavioral problems. These stigmatizing effects are usually
attached to the child throughout the rest of their education.
However, we cannot accurately decide if Four Blocks is a
successful program because we have not actually
implemented it or seen the program in any school that we
have observed.
 Resources
 Cunningham, Patricia M., Dorothy P. Hall, and Cheryl
M. Sigmon. The Teacher’s Guide to the Four
Blocks. Greensboro: Carson-Dellosa Publishing
Company, 1999.
 Sigmon, Cheryl Mahaffey. Implementing the 4-Blocks
Literacy Model. Greensboro: Carson-Dellosa
Publishing Company, 1997.
 Four Blocks Balanced Literacy packet