Classroom Activity as Social Activity

The idea of classroom as sociocultural setting comes for the first time from Vygotsky’s (1978) idea that cognitive development originates from social interaction. Since learning is one instrument in achieving cognitive development, classroom as the place of learning can also be considered as sociocultural setting. This theory is well-known as sociocultural theory. In this theory Vygotsky proposed that children cultural development occurs in two planes by saying: 

           Any function in the child’s cultural development appears twice, or in two planes: first, it appears on the 

               social plane, and then on the psychological plane; first it appears between people as an interpsychological 

               category, and then within the child as an intrapsychological category. This is equally true with regard to 

               voluntary attention, logical memory, and the formation of concepts and the development of volition  (p.163). 

         Another theory which shares almost the same idea is social learning theory (Arliss, 1991). According to this theory, in the area of children’s learning of sex appropriateness, teacher is stated as second socializer. Meaning that classroom is social setting to learn how to behave based on sex. Erickson (as cited in Schiffrin 2001:505) states that classroom interaction demonstrates a complex social and cognitive relation. Therefore, it can be concluded that in terms of cognitive development and sex appropriateness learning, classroom is a social setting. And what children learn in classroom can be and will be manifested in other social settings. 

       And for sure, if we see conversely, what being implemented in society happens in classroom. For example, teacher as socializer will treat male and female students based on what he /she understands the appropriate one according to society. Students in classroom behave like people do outside. For instance, girls are taught to behave lady likely, no screaming and no sarcasm like in other social setting outside class. They then apply it in their relation in classroom. Many studies have proved that female students tend to be passive and listen more than talk. This situation happens also outside classroom in mixed-sex conversation that women speak less than men. If we see closer and try to understand, we may find that social issue and classroom activity are like a cycle. Meaning that what happens in society is applied in classroom, and what applied in classroom is also applied in social interaction outside classroom. In conclusion, what we see taking place in classroom highly demonstrates what happens outside or in society.