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Ecology of Teaching (Teachers Role as a Socializing Agent (Teacher…

- - - - Teachers who use expansive verbal descriptions and who encourage the children to converse with each other effect an increase in their students’ verbal skills.
    - - Teacher-child relationships are significant factors in school success
    - - a competent teacher is one who is committed to work, is an effective classroom manager, is a positive role model with whom students can identify, is enthusiastic and warm, continues eforts for self-improvement in teaching, possesses skill in human relationships, and can adapt his or her skills to a specific context
    - - Teachers direct, guide, and set an example for students—they are leaders. Teachers use different styles of leadership to accomplish their goals.
    - - Effective teachers are those who are collaborators or partners with students in learning;
    - - the teacher’s leadership role as that of a mentor who guides participation
    - - an effective teacher is one who is sensitive to the student’s zone of development and provides appropriate independent, as well as collaborative, activities to enhance learning.
  - - - Children who live in families that are structured—members have defined roles, specific times are set aside for eating and sleeping, the family uses formal styles of group organization (relating to a leader, pursuing goals, receiving feedback)—have been observed to have an analytical cognitive style
        
        Children from collectively oriented families tend to be more oriented toward feelings and personal interaction, and are more proficient at nonverbal communication
      - Children who live in families that are less structured—roles are shared, individuals eat when hungry and sleep when tired—are more likely to exhibit a relational cognitive style.
        
        Children from individually oriented families generally learn to focus on objects; they usually have numerous opportunities to manipulate things and discover properties and relationships
  - - - The purpose of preschool intervention services, as defined by Congress, follows:
        
        To enhance the development of infants and toddlers with disabilities and to minimize the potential for delay.
        
        To reduce educational costs by minimizing the need for special education and related services after infants and toddlers with disabilities reach school age.
        
        To minimize the likelihood of institutionalization of individuals with disabilities.
        
        To enhance the capacity of families to meet the special needs of infants and toddlers.
  - - - When family is involved, children:
        
        get better grades and test scores
        
        graduate from high school at higher rates
        
        are more likely to go on to higher education
        
        behave more positively
        
        are more achievement-oriented
- - - - Children who are exposed to domestic violence often experience the following feelings (Kearny, 1999, p. 291).
        
        Anger. They are angry at the abuser for perpetrating the violence, at the victim for tolerating it, or at themselves for not being able to stop it.
        
        Fear/terror. They are afraid that the mother or father will be seriously injured or killed, that they or their siblings will be hurt, that others will find out and then the parents will be “in trouble,” or that they will be removed from the family.
        
        Powerlessness. Because they are unable to prevent the fights from happening, or to stop the violence when it occurs, they feel out of control.
        
        Loneliness. They feel unable or afraid to reach out to others, feeling “diferent” or isolated.
        
        Confusion. They are confused about why it happens, choosing sides, what they should do, what is “right” and “wrong.” They are also confused about how the abuser can sometimes be caring and at other times violent.
        
        Shame. They are ashamed about what is happening in their home.
        
        Guilt. They feel guilty that they may have caused the violence, or that they should have been able to stop it but couldn’t.
        
        Distrust. They don’t trust adults because experience tells them that adults are unpredictable, that they break promises, and/or that they don’t mean well.