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Ecology of Teaching by Ruth Mathusek (Why are some students at risk? (p.…
Ecology of Teaching by Ruth Mathusek
What does a teacher's role have on socialization?
(p. 239)
Effective teachers:
Communicate high expectations for students success.
Adapt learning activities to the needs and abilities of students.
Involve students in planning motivating learning activities.
Ensure success by providing guidance and support.
Organize the classroom environment to provide time and opportunity to learn.
Perception
What leadership characteristics of teachers foster students learning?
(p. 241)
Be democratic
Laissez-faire
Goode and Brophy
Direct and Indirect instruction
Be a collaborator
Be a role model
Be a mentor
Zone of Proximal Development
Relate to students positively
Communicate verbally
Know your students and respond accordingly
How does a teacher's managing ability have to do with student's learning ability?
(p. 243)
Kounin
Do teachers' expectations affect the achievement and behavior of students?
(p. 244)
Rosenthal and Jacobson
Pygmalion in the Classroom
Good and Brophy
Do teachers treat boys and girls differently?
(p. 245)
Richard Whitmore,
Why Boys Fail
Susan McGee Bailey
Do teachers engage in ethnic stereotyping?
(p. 246)
Equitable treatment of all groups
Protestant Ethic
Generalized Values of the Macroculture
More interest in the external world of things and events
Emphasis on change, flow, movement
Valuation of fairnes
s
Belief in nationalism
Stress on assertiveness
Emphasis in peer relationship
Achieved status
Focus on individual personally
Valuation of the work ethic
Objective, impersonal relationships to others
Emphasis on active mastery
Principles of right and wrong
Generalized Values of the Microculture
Orientation toward the extended family
Fostering of sharing and group ownership
Humility
Learning occurs by observation and being patient
Respect and compliance is shown by no eye contact
Ascribed status
Present-time orientation
Effects of Individualistic and Collectivistic Orientations on Socialization
Enabling Equity
Possessions
Achievement
Objects/people
Social Roles
Do all children have an equal opportunity to succeed in school?
(p. 251)
Family Structure
Neighborhood
Education
Income
The consequences of classism
How do you learn best?
(p. 253)
Relationship between Learning Style and Socialization
Relational cognitive style
Orientation towards Persons/Objects
Analytical cognitive style
Field Dependence/Independence
Adapting Teaching Style to Diverse Learning Styles
Logical-mathematical
Linguistic
Body Kinesthetic
Musical
Spatial
Interpersonal
Intrapersonal
Natualist
Student Learning Styles and Technology in the classroom
Sherry Turkle
Jay Giedd
Joel Klein
The Flipped Classroom
Aaron Sams and Jonathon Bergmann,
Flip Your Classroom
What experiences with disability?
(p. 256)
Collaboration with various professionals
Peer Tutoring
Adaptation of the curriculum to various learning styles
IDEA
Identification and Assessment of Children w/ disabilities
Enhance development
Reduce educational costs
Minimize institutionalization
Enhance capacity
Techniques
Time samples
Checklist and rating scales
Measurements of behavior
Anecdotal records
Inclusion with disabilities in the communnity
ADA
Individualized instruction
Why are some students at risk?
(p. 261)
Prenatal
Perinatal
Genetic
Environmental
Risk
Resilence
Leave No Child Behind
more likely for higher education
behave more positively
graduate from high school
more achievement-oriented
get better grades
Poor Children at Risk
Jonathan Kozol
Learned helplessness
Families, Substance Abuse, and Children
Prenatal Substance Exposure
Bergin and McCullough
Family Alcohol Abuse
Alcoholism
Fetal Alcohol Syndrome
Behaviors
Failure in school; truancy
Lack of friends, withdrawal
Delinquent behavior
Abuse of substances
Physical complaints
Aggression
Risk-taking behaviors
Depression or suicidal thoughts
Programs: Al-Anon and Alateen
Families, violence, and children
Domestic Violence
Feelings
Fear/terror
Powerlessness
Anger
Loneliness
Confusion
Shame
Guilt
Distrust
How teaching influences factors in society?
(p. 266)
Socrates
B.F. Skinner
Rousseau
Plato
Classroom Contexts and Socialization Outcomes
Cooperative
Individualized
Teacher-and Learner-Directed Classroom Context
How are teachers accountable for NCLB?
(p. 270)
Requirements
Bachelors degree
Subject-matter competence
State certification
NCLB Subjects
School Readiness and Assessment
Standardized tests
Authentic assessment
Mesosystem Influences on Teaching
Family Involvement in Learning
Seek Learning by Faith
Jesus: The Perfect Leader
Why Gender Matters
Boys Adrift