Ecology of Teaching (The Child (Specific Learning styles (Logical…
Ecology of Teaching
more oriented toward feelings and personal interaction.
Focus on objects and object manipulation. (books, computers, learning centers, etc.)
Field Dependent/independent: the person works well in groups.
Specific Learning styles
Logical-mathematical: science and math
Linguistic: meaning, sound, rhythm (authors, journalists, poets.)
Body kinesthetic: athletes, dancers, surgeons.
Spatial: architects, engineers, artists.
Interpersonal: psychologists, teachers, salespeople
Intrapersonal: actors, lawyers
Naturalist: botanists, zoologists, ecologists.
Risk and Resilience
Risk: endangerment; vulnerability to negative developmental outcomes. :star:
Learned Helplessness: the perception, acquired through negative experiences, that effort has no effect on outcomes.
Resilience:the ability to withstand and rebound from crisis or persistent challenges. :star:
AUTHENTIC ASSESSMENT: evaluation based on real performance, rather than test performance, showing mastery of a task. :star: :red_flag:
Cooperative: goal structure students working together to accomplish shared goals. :star:
Competitive: goal structure students working against each other to achieve goals that only a few students can attain. :star:
Individualized: Goal structure one student's achievement of the goal is unrelated to other students' achievement of that goal. :star:
"Worst" teachers turn students away from work.
Boring, incompetent, distant, demeaning, rigid, inflexible standards, inconsistent standards, lax standards.
"Best" teachers make students want to learn and increase their efforts.
Qualities: Presitgious, warm, interesting, competent, caring encouraging, flexible, demand high standards, rules, and punishments.
Organize classroom, involve students, communicate high expectations, adapt learning to the needs/ability of the student, provide guidance and support.
Teachers provide the environment for children.
Teachers put the goals of the school into action.
Understand children's needs, interests, and abilities as well as feel empathy for them.
Teach children how to deal with positions of authority, cooperate with others, cope with problems, and achieve competence.
Selecting relevant and meaningful material.
The influence of
: a biological construct that involves interpretation of stimuli from the brain. :star:
Teacher's perception and student's perception each influences their learning and teaching experience.
The Influences on Learning
Teacher Characteristics and student learning.
Know your students and respond accordingly.
Teachers work closely with the child and are more likely to create a conducive environment.
Teachers ask questions, encourage communication between students, and use expansive verbal description. This encourages children to increase their verbal skills
Relate to students positively
Negative relations with teachers is connected with children's poor academic and behavioral outcomes.
Be a role model
Children imitate their teachers.
laissez-faire: a policy of letting people do as they please; permissive. :star:
kids who are lead democratically are less hostile, more enjoyment, and worked even when teacher leaves room.
Be a collaborator
Students prefer indirect instruction- motivation through appropriate questions.
Be a mentor
Zone of Proximal Development: Vygotsky's term for the space between what a learner can do independently and what he or she can do while participating with more capable others. :star:
Teachers facilitate students ability to reach their full potential.
Gender of teacher doesn't matter but gender of student and interaction with teacher does.
Boys have more interactions than girls. More responsive to disruptive behavior of boys than girls. Teachers respond to boys with instruction and girls with nurture.
Boys and girls are different and therefore need to learn differently: Girls can see more color and love people, boys love movement and can't hear as well.
Income: birth to age 5 of below poverty line scored lower on standardized tests.