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Question: What is meant by the hidden curriculum and what is one example of hidden curriculum that you can share from your own experiences as a student?

Hidden Curriculum The stories we tell students about our lives and experiences outside of school are one small part of what may be con- sidered the hidden curriculum: what students learn as they participate in the act of going to school, being part of a classroom community, and relating to their peers and their teachers. The phrase hidden curriculum was coined by the soci- ologist Phillip Jackson (1968), who described ways in which schools become arenas for socialization and transmit mes- sages to students about how to be in the world. Long before that, educational philosopher John Dewey (1916) explored the hidden curriculum in schools as he examined the social values inherent in the experience of school. Hence, the hid- den curriculum includes how we interact with students, how we enact the rules of the school culture, and how we communicate our expectations for student achievement and demeanor and our own passion for teaching and learning. By telling the batteries-in-the-pocket story to my young students, I gave them a glimpse of what it is like to be an adult with a curious, scientific mind (and a family eager to make fun of my propensities). Perhaps the story helped some students in the class feel that science is fun, interest- ing, and relevant to daily lifeand that certainly matches my vision of what I want to do in the classroom. Every day, through countless similar incidents, teachers contribute positively to their school's hidden curriculum. However, teachers can also affect the hidden curriculum in negative ways. If you and other teachers are bored and cyni- cal, for instance, you convey those feelings to your students. No matter how dutifully you slog through the subject mat- ter, students will sense that it does not interest you, and they will absorb that message. If you call on boys more than girls, for example, the hid- den curriculum of your classroom might include the idea that boys are somehow more important. In early studies of gender and schooling in the 1980s, there were many instances in which teachers called on boys more frequently than girls as a way of exercising "control" in the classroom (Sadker & Sadker, 1995; Sadker & Zittleman, 2009). The belief in the latter environment was that if you kept the boys engaged, they would not be apt to "act up." Today, we know that calling on boys and girls in equal numbers is of signifi- cant importance. The hidden curriculum, not a part of public documents, includes messages that deal with attitudes, beliefs, values, and behavior. For example, when the No Child Left Behind Act was passed in 2002, regular assessment of mathemat- ics and language arts prompted many elementary school administrators to allocate much more time to these subjects than to science, social studies, art, or music. The tacit mes- sage for children is that science is less important than math and reading, for example. The Every Student Succeeds Act passed in 2015 gives states more flexibility for administering hidden curriculum What students learn, beyond the academic content, from the experience of attending school. standardized tests and has the promise of encouraging more diversity in the school curriculum. The hidden curricu- lum transmits the cultural and social norms of the school (how things are done, what routines matter, what dress is acceptable, who counts and who does not!). When you visit schools and examine their routines and practices, ask your- self what matters to the leaders of this school. By exploring what is displayed in their showcases and on their walls, the hidden curriculum can be revealed