On the contrary, the number of students was half at the American school this made it easier for the teachers to concentrate on their students. Furthermore, all the teachers were very empathetic and they tried to understand the needs of students. From personal observations, it was felt that Miss S. was the most exceptional teacher who had taught in the classes. She allowed us to call her as Miss S. because she had a lengthy name, and it was difficult to pronounce. Her most thoughtful acts were bringing food to us such as pizza, snacks and pumpkin pies at the examination hall when we had a lengthy exam.
She did this to reduce our anxiety at the exam. During the class, she used to teach us making Jack-o’-lantern with pumpkin. We were even allowed to eat and play in her class. She believed in teaching in a friendly environment rather than following the traditional strict culture. She also helped me in understanding of the American culture because I came from a different background and did not know enough about America. Socioeconomic status determines the quality of education and the type of instructions students receive at the school.
From the personal experience, it is felt that Anyon and Ross argument are indeed true and holds a lot of relevance.
Anyon and Rose had made a dedication and stated that the people in lower economic backgrounds have schools that reflect their ideology. There is a general complacency observed in the schools. These schools teach the students to observe a more aggressive stand and not focus of the scholastics. This was felt from a personal standpoint of studying in two schools. There is a definitive cultural difference that enabled better performance in the Encinal high school when compared to the schools in China. To conclude, Socio economic factors play an important role in the formation of school structure and continue to influence the students.