2.Read the following case study and write down Adherence to guidelines
Inonge is 13 years old. She is the oldest of five children and has four younger brothers. They live with their mother , father and paternal grandfather in a small house in a semi-rural area near the town of Pemba in southern Zambia , where she attends a local school. The situation at home is not easy for inonge . Her mother and father both work on local farms, but they have to travel a long way and get back late. Her grandfather is at home most if the time, but he does very little to help around the house. He believes looking after the home and children is women’s work. Inonge as the eldest girl, is therefore expected to look after her the younger children when she gets back from school, supervise the boys homework , clean, prepare the evening meal and get her own homework done. She has very little time to be with others of he own age. Her father is very strict and like his own father, believes that he should be looked after by women in the house. He seldom talks to inonge except to give her instructions. When he is not pleased with something she has done, he tends to complain to his wife and not to inonge directly at the moment, he is also having a difficult time at work, where he is threatened with losing his job. This is creating a lot of tension in the household, so that inonge ‘s father is drinking more than usual and often loses his temper. Inonge is like her mother, who tends to be quite and unassertive. although inonge gets on well enough with her mother, she seldom gets much support from her when tension is high. by nature, inonge doesn’t find controlling the boys an easy task. The four boys also identify strongly with their father and grandfather, and she doesn’t get much support from them either. In any case, even in her mother’s eyes, the boys tend to be the favored ones. Apart from all this time , the other children do not generally see inonge as one of them . she has to supervise and control them, so they see her more as another adult than a sister. Because of this, she is bright her homework is often poorly done, or not done at all, and she often feels tired in class. The principal and the majority of teachers in this school see schools and home as separate- a view that is generally held in this community as well as well – so that little is done to build bridges between the two. Inonge’s own class teacher has never enquired about her home circumstances. He is an authoritarian teacher who rules the class very critically and strictly, thus a common pattern that has developed in this class for the teacher to be critical of the students, and the students to be critical of one other. Because Inonge is criticized for her poor scholastic performance and wants to make up for it, she takes on a role of the teacher’s helper wherever she can. Unfortunately, the teacher often exploits this. It has also not helped her in her peer relation. The class of 45 children is more or less evenly dived between boys and girls, who are seated in separate rows. The boys tend to dominate and are especially critical of the girls. Because Inonge is quite and unassertive, the other girls are also critical of her and tend to boss her around. Also, while most other children have friends from around their homes in the class, she has dad little time to make such friends, so she tends to be quite isolated in the classroom.
Adherence to guidelines in this case study would involve ensuring that Inonge receives the necessary support and attention from her teachers, family and community. This would include:
1. Ensuring that Inonge's teacher enquires about her home circumstances and takes into consideration the challenges she is facing at home when addressing her academic performance.
2. Building bridges between the school and home to provide Inonge with the necessary support and resources to improve her academic performance.
3. Encouraging a positive and supportive classroom environment where students are not critical of each other and where Inonge can feel included and supported by her peers.
4. Providing opportunities for Inonge to focus on her own academics and personal development, rather than taking on additional responsibilities within the classroom that may be exploited by her teacher.
5. Addressing the gender dynamics within the classroom to ensure that Inonge is not singled out or marginalized by her peers based on her gender or personality traits.