Please enable JavaScript.
Coggle requires JavaScript to display documents.
L08 Preparation (generalized values of macroculture (emphasis on active…
L08 Preparation
generalized values of macroculture
emphasis on active mastery - individuals are responsible for what happens to them
valuation of work ethic
achieved status is based on occupation, education, financial worth
stress on assertiveness over humility
valuation of fairness
interest in external world of things and events than of internal world of meaning/feeling
emphasis on change, flow, movement
belief in rationalism
emphasis on peer relationships
focus on individual personality
objective, impersonal relationships to others
principles of right v. wrong
effective teachers
know your students & respond accordingly
communicate verbally
relate to students positively
be a role model
be democratic
be a collaborator
be a mentor
quick to react to problems
have the ability to overlap subjects/activities
are tolerant and sensitive of all students/ethnicities
the multiple intelligences (Gardner)
logical-mathematical
logical problem and calculation solving
linguistic
related to the meaning, sound, and rhythm of words as well as use of language
body kinesthetic
coordinate parts of the body and manipulate objects skillfully
musical
ability to produce pitch and rhythm and appreciate musical expression
spatial
ability to form a mental model of concrete objects and manipulate parts in relation to one another
interpersonal
ability to analyze and respond to behavior, feelings, and motives of others
intrapersonal
ability to understand one's feelings and motives, using knowledge to adapt one's behavior accordingly
naturalist
sensitive to the natural environment
emotions children of domestic violence experience
anger
fear/terror
powerlessness
loneliness
confusion
shame
guilt
distrust
generalized values of microculture
orientation toward extended family
fostering of sharing and group ownership
humility
learning occurs by observation/being patient
respect/compliance is shown by no eye contact
ascribed status - status is based more on who you are (family name) than achieved status
present time orientation: time is viewed as a continuum, with no beginning and no end
teachers...
provide the child's learning environment
encourage them to explore, satisfy their natural curiosity
play a role in helping children learn to deal with authority figures, cooperation, coping w problems, etc
communicate high expectations
ensure success by providing guidance and support
factors that influence children's achievement
income - kids with lower incomes have lower standardized test scores
education - children with parents that finished high school/had some college education score higher on tests
teachers base children's potential on their SES and base expectations accordingly
family structure - single parent families have less than dual parent families
neighborhood - growing up in high poverty urban areas = more stress, lack of positive role models, lack of resources, negative peer influences
faith
assurance of things
evidence of things not seen
principle of action in all intelligent beings
learning by faith requires spiritual, mental and physical exertion
implications for teachers
the holy ghost is the only true teacher
we are most effective when we encourage learning by faith
a teacher's faith is strengthened when they help others seek learning by faith
boys are different from girls
boys pay more attention to cooler colors and movement, machines etc when drawing, girls use more facial expressions and bright vivid colors
girls sense of hearing is 7x stronger than boys
while it's good to let kids explore, not giving them a home base where they feel they belong is unhealthy -- "In order to be at everywhere, you got to feel at home somewhere"
mobile vs. woman standing near crib: boys will look at the mobile because they are seeking out movement, girls will look at the face of the woman
purpose of preschool intervention services
enhance development of infants with disabilites
reduce educational costs
minimize the likelihood of institutionalization of individuals with disabilites
enhance the capacity of families to meet the special needs of their kids
perfect leader
fixed principles -- leadership style is correct and constant; it doesn't change with society
listening, patient, pleading, loving, selfless
responsible, held people to expectations
accountable, wise use of time
classroom goal structures
cooperative
students working together to accomplish shared goals
competitive
students working against each other to achieve goals
individualized
one student's achievement of the goal is unrelated to other students' achievement of same goal
NCLB (no child left behind) requirements
have at least a Bachelors degree
hold full state certification
demonstrate subject-mater competence for each NCLB core subject
math, biological sciences, chemistry, geosciences, physics, social science, foreign languages, theater, visual arts, music, english, language arts, reading
tests
authentic assessment
evaluation based on real performance rather than test performance. exhibits mastery of task
standardized tests
tests where the individual is compared to a norm on scientifically selected items
perception
biological construct that involves interpretation of stimuli from the brain
classism
differential treatment of people because of their class background
accountability
making schools and teachers responsible for student learning or achievement outcomes