Accordingto Pollard, A. and Triggs, P. (1997) Reflective Teaching in SecondaryEducation.
London :Continuum, Hidden Curriculum is all that is learnt in schoolthat is not a part of the official curriculum. Earlier the curriculum inschools mainly focused on students passing exams and preparing them to get ajob. As one is now aware of how school curriculumteaches us right from left, as well as right from wrong. If schools see theneed to implement hidden curriculum it should be to encourage creativity andhelp the students to grow as independent thinkers, the school should clearlyoutline its rules and regulations based on achieving this goal. The hiddencurriculum can be embedded in the traditional class in such a way that it has apositive impact on the students.Themission of the school will have to be progressive with changing times. Theteachers of the school would be brand ambassadors to carry out this mission.
Sothey will need to be properly trained, motivated and aligned with this thoughtprocess. Theteachers should always lead by example. If the school expects students to comesmartly dressed, even the teacher must always do so. There should be a highlevel of expectation of work from all the students all through the school. Therubrics used for grading should be clearly stated before the submissions and adetailed feedback provided after. The consequence for any action or behavior ofthe student should be standard across the school. The school could followhaving a buddy system or work groups to help discuss the concepts discussed inclass or to remind each other of deadlines or pool in their resources. Regularclass observations by peers as well as management will help ensure that thelessons delivered are in line with the school policies.
One of the points of the intended hiddencurriculum could be to prevent bullying in school. Instead of waiting forsomeone to be bullied and then take action, during regular class activities,teachers can teach various hidden values like respect, self confidence, tolerance,self discipline, empathy, inclusion, goal setting, learning to learn and reflection.