艾略特的运动与她三年级教室肯定导致改变孩子的行为,情绪,想法和感受。上级组在讨论关于他们如何在劣质的同行感到更多的权利和特权。劣质组他们觉得排斥和难过分开他们的朋友。正如前面提到的,消极的行为也在纪录片中看到。孩子叫对方名字和从事物理争执在操场上。还注意到在整个电影中,孩子们的脸上的表情,例如,上级组出现的与所穿的阴沉的表情下组。在阶级划分,目睹了在最初的练习,以及修正的训练设施,这个学生很容易注意到明显的参与者的行为和情绪的变化。笔者发现,在艾略特的演讲如何惊人的两组引起的情绪和影响显著的变化。

看来,艾略特的权威存在运动给预期的语句和重复的两组关于他们的情绪和影响是一个重要因素。问,指出“例子”的孩子属于他们的团体,因为物理特征,进一步强调了为什么孩子们分离,似乎正确的学生。艾略特以父角色为老年人在这个教室里负责设置和尊重她的想法和语句。

英国曼彻斯特大学论文代写:艾略特

Elliot’s exercise with her 3rd grade classroom definitely resulted in changes of the children’s behaviors, moods, thoughts and feelings. The superior group during discussion made statements about how they felt more entitled and privileged over their inferior counterparts. While the inferior group reported they felt ostracized and saddened about being separated from their friends. As mentioned earlier, negative behaviors were also seen in the documentary. Children called each other names and engaged in physical altercations on the playground. Also noticed throughout the film, the expressions on the children’s faces, for example, the superior group appeared gleeful as opposed to the sullen expression worn by the inferior group. Throughout A Class Divided, as witnessed in the initial exercises, as well as, the training with the corrections facility, this student easily noticed apparent changes in the participants’ behaviors and moods. This writer found it to be astounding in how Elliot’s presentation of the two groups elicited such remarkable changes in mood and affect.

It seems that Elliot as the authoritative presence in the exercise giving statements and reiteration of what is to be expected from the two groups in regards to their mood and affect was a big factor. Asking and pointing out “examples” of how the children belonged to their groups because of the physical trait, gave more emphasis of why the children were separated and it appeared correct to the students. Elliot takes the parent role as older adult in charge in this classroom setting and her thoughts and statements were respected as such.