Comparing a Classroom to a Zoo
Comparinga Classroom to a Zoo
Comparinga Classroom to a Zoo
Aclassroom may easily be compared to a zoo. This is because both ofthem contain characters showing different behaviors. For instance, aclassroom could have students who are shy and prefer to remain quietduring lessons and so does a zoo, whereby some animals may hide frompeople who come in to see them (DeWitt,& Hohenstein 2010).In the same manner, some students are quite bold and participateactively during lessons, and so does some animals in a zoo.
Anotherway through which a classroom could be compared to a zoo is the formof order and relationship that exists among the occupiers of bothplaces. Given the fact that most of the animals found in a zoo havestayed together for some time, they develop ways of coping aroundeach other and therefore, co-exist harmoniously. The same situationis also seen among students who share the same classroom (Wilsonet al. 2011).With time, they develop some form of relationship and are able tointeract with one another. This situation is despite the fact thatthe students could have come from different backgrounds havingdifferent personalities.
Itis common to find ‘cliques’ in both zoos and classroom. Cliquesare groups of animals or people who like staying together. In aclassroom, for instance, there could be students who like walking andcarrying out their activities together and rarely have very closecontact with other classmates (Sattler,& Bogner 2016).There are also those characters that are usually easily noticeableand liked in both a zoo and a classroom. This could be because theyare either very approachable or just charismatic. For instance, it iscommon to find people being wowed by a certain monkey in a zoobecause it always comes close to them and even plays with them. Thesame situation is also true for students who are typically social ina classroom and can easily start up deep conversations with anyone,even if they have never met before.
Thereare instances wherein both a zoo and a classroom there existcharacters that are not liked by the fellows. This could be becauseof either, their untoward personality or pure misfortune.
Someanimals are also quite calm and may not be easily noticeable. Suchanimals are, however, quite peaceful and may not be hated(Pitiporntapinet al. 2013).The same is also true for some students in a classroom who may bevery quiet and are rarely noticed by the rest of the class members.Such students are friendly in nature and may not easily get into aconfrontation with anyone. Some animals in the zoo could, however, bequite rowdy and easily start up fights with other animals in a zoo(Wilsonet al. 2011).This situation does resemble some students in a classroom who bearthe bully characteristics and draw their self-esteem from seekingfights with other students so as to appear and powerful.
Inconclusion, the great similarities that are drawn between a classroomand a zoo are a representation of some shared characteristics amongall creatures, whether human beings or animals. This goes on to showthat nature is made up of creatures that bear differentcharacteristic so as to complete the whole cycle of the ecosystem.Each character has a place in life, whether he has good or badfeatures as this is what makes life complete.
DeWitt,J., & Hohenstein, J. 2010. School trips and classroom lessons: Aninvestigation into teacher–student talk in two settings. Journalof Research in Science Teaching, 47(4),454-473.
Pitiporntapin,S., Yutakom, N., Pradermwong, K., & Anderson, D. 2013. Casestudies: Enhancing elementary science teachers’ views and practicesof zoo-based science, technology, society, and environment (STSE)approach through a professional development program. วารสารศึกษาศาสตร์,33(3),138-154.
Sattler,S., & Bogner, F. X. 2016. Short-and long-term outreach at thezoo: cognitive learning about marine ecological and conservationalissues.EnvironmentalEducation Research,1-17.
Wilson,K., Trainin, G., Laughridge, V., Brooks, D., & Wickless, M. 2011.Our Zoo To You: The link between zoo animals in the classroom andscience and literacy concepts in first-grade journal writing. Journalof Early Childhood Literacy, 11(3),275-306.