L08 Preparation

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

perception

biological construct that involves interpretation of stimuli from the brain

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

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

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

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

classism

differential treatment of people because of their class background

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

the multiple intelligences (Gardner)

logical-mathematical

linguistic

related to the meaning, sound, and rhythm of words as well as use of language

body kinesthetic

logical problem and calculation solving

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

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

emotions children of domestic violence experience

anger

fear/terror

powerlessness

loneliness

confusion

shame

guilt

distrust

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

accountability

making schools and teachers responsible for student learning or achievement outcomes

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

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

  1. the holy ghost is the only true teacher
  1. we are most effective when we encourage learning by faith
  1. a teacher's faith is strengthened when they help others seek learning by faith

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