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Ecology of Teaching (Student Characteristics/Teacher Interaction (Learning…
Ecology of Teaching
Teacher Characteristics/Student Learning
Leadership Style
Know your students and respond accordingly
Communicate verbally
Relate to students positively
Be a role model
Be democratic
Be a collaborator
Be a mentor
Management Style
Preventative vs. consequential measures
Inattentiveness & boredom linked to discontinuity in lesson
Lack of preparation
Kounin: "With-it-ness"
quick to react to potential problems
do not overreact
focus accurately on individuals involved
Encourage student "self-regulation"
"Overlap"
Deal with more than one activity at a time
Smooth transitions
Expectations
Pygmalion in the Classroom (1968) - Rosenthal & Jacobsen
Self-fulfilling prophesies for students
Longitudinal study - 1,500 middle school students
teachers predicted future performance
greater impact on low achievers
Brophy & colleagues
Teachers receive data
Influence expectations
treat students differently
students react to teach differently
Students' behavior/achievement reinforce teacher expectation
Also influenced by:
Socioeconomic class
Cultural background
Gender
Personality
Physical attractiveness
Speech characteristics
Handwriting
Student Characteristics/Teacher Interaction
Gender
Boys have more interaction with teacher than girls
More responsive to disruptive behavior
More likely to reprimand
Boys get instruction; girls get nurture
Attention from a distance; girls up close
Ethnicity
Equitable treatment of all groups
NAEYC position
Generalized Values of the Macroculture
Emphasis on active mastery
Valuation of the work ethic
Achieved status
Stress on assertiveness
Valuation of fairness
More interest in the external world of things and event
Emphasis on change, flow, movement
Belief in rationalism
Emphasis on peer relationships
Focus on individual personality
Objective, impersonal relationships to others
Principles of right and wrong
Generalized valued of the Microculture
Respect and compliance is shown by no eye contact
Learning occurs by observation and being patient
Humility
Fostering of sharing and group ownership
Orientation toward the extended family
Ascribed status
Present-time oriented
Socioeconomic Status
Income
Education
Family Structure
Neighborhood
Classism
Learning Styles
Analytical cognitive style
Structured families
Relational cognitive style
Less structured families
Collectivistic
Feelings
Personal interaction
Interaction with others
Conversation goes from topic to topic
Nonverbal communication
Individualistic
Conversations are linear
Focus on objects
Field-dependent
Field-independent
Disability
Individualized instruction
Adaptation of the curriculum to various learning styles
Collaboration with various professionals
Peer tutoring
Risk and Resilience
Risk Factors
Genetic
Disabilities
Prenatal
Drug exposure
Perinatal
Healthcare
Environmental
Poverty
Resilient Characteristics
Sense of autonomy
Personal responsibility
Related to other positively
Established bond with adult or mentor
Family Involvment
Better grades
Graduate at higher rates
More likely to attend college
Positive behavior
Achiement-oriented
Macrosystem Influences
Philosophies of Teaching & Learning
Learner-directed
Socratic Method (knowledge is virtue)
Rousseau's Emile
Teacher-directed
Behaviorist Method
Plato's Republic
Classroom Goal Structures
Cooperative
Promotes positive interpersonal relationships
Jigsaw-puzzle method
Competitive
Promotes comparisons and mistrust, and achievement motivation
Individualized
Promotes student-teacher interaction and responsibility for oneself
Legislation (NCLB)
Standards-based education
Basic Building Blocks of School Readiness
Self-care and motor skills
Social Expression
Self-Regulation
Kindergarten Academics
Authentic Assessment
Mesosystem Influences
Community support
Financial (donations/grants)
Service oriented
Family Involvement