" There was no class discussion of the problem about how it came to be. The teachers are monotone and staccato, with no excitement for the material that is being taught. The teachers are very much like drill sergeant foreman's who give the assembly-line workers directions. Teachers control classroom time and space by making decisions without consulting children or explaining to them the basis of their decision. They are very much into controlling all aspects of the children's schooling. Anyon shows us how the lack of critical and analytical thinking hinders the ability of these working class school students to thin for them selves. .
In the middle-class, about 38.9 percent of U.S. families, the parent hold jobs such as directors of local firms, accountants, "middle management", and capitalists (owners of small shops in the area), office jobs, supervisors in industry, firemen, policemen, technicians and teachers. There average income somewhere between thirteen and twenty-five thousand. Anyon argues that middle-class schools discuss four main points: method of teaching, controversial topics, creativity, and classroom management. In her article, Anyon claims that the main goal of teaching in the middle-income schools is getting the right answer. Also, the majority of teaching is done from a textbook. As a method of teaching and learning, the children read the text, and then they are evaluated by a written exam. The presence of controversial topics is non-existent in the middle-class school. The teacher is very careful to avoid topics that may cause the students or the parents to get upset. Some creativity is included in the middle-class schools, only there isn't much work done with it. The creative activities in the middle-class school are often used to enhance the original lesson, not stand alone as their own valued activity. The level of classroom control in a middle-income-level school is very much regulated by rules set by the town, school, and community.
