Please enable JavaScript.
Coggle requires JavaScript to display documents.
Ecology of Teaching (Generalized values of macroculture (Emphasis on…
Ecology of Teaching
Generalized values of macroculture
Emphasis on active mastery
Valuation of the work ethic
Achieved status
Stress on assertiveness
Valuation of fairness
More interest of external world
Emphasis on change
Belief in rationalism
Emphsis on peer relationship
Focus on individual personality
Objective impersonal relationships
Principles of right and wrong
Learning styles
Logical-Mathmatical
Scientist, mathematician
Linguistic
Authors, Journalists
Body Kinesthetic
Athletes, Dancers, Surgeons
Musical
Singers, composers
Spatial
Architects, Engineers
Interpersonal
Psychologists, Teachers
Intrapersonal
Actors, lawyers
Naturalists
Botanists, zoologists
Leadership Style
Know students and respond accordingly
Communicate verbally
Relate to students positively
Be a role model
Be democratic
Be a collaborator
Be a mentor
Generalized values of microculture
Orientation toward the extended family
Fostering of shraing and group ownership
Humility
Learning occurs by observation and patience
Respect and complilance is shown by no eye contact
Ascribed status
Present time orientation
Effective teachers
Organize classrrom
Involve students
Communicate high expectations
Adapt learning activities
Ensure success
Management style
Preventative measures
"With it"
Ability to overlap
Classroom seems to run by itself
Contrasts between home and classroom
Objects/People
Idividualistic
Means toward indepedence
Collectivistic
Amused and helped by other people
Posessions
Individualistic
Having and taking care of your own things
Collectivistic
Belonging to the family and readily shared
Achievement
Idvidualistic
Individual achievement and competition
Collectivistic
Group affiliation and cooperation
Social roles
Individualistic
Everyone has certain rights that must be respected
Collectivistic
Hierarchy of authority roles
Children at risk that affect teacher relationships
Children from families with substance abuse
Chidren with prenatal exposure to substances
Children in families with alcohol abuse
Children in families with violence
Children exposed to domestic violence experience
Anger
Fear/terror
Powerlessness
Loneliness
Confussion
Shame
Guilt
Distrust
Basic Building Block of School Readiness
Self-care and motor skills
Self-regulation
Social Expression
Academics
Ethnicity
Equitable treatement of all groups
Teach tolearnce of all groups
Understanding diversity
Classroom Goal Structures
Cooperative
Positive interpersonal relationships
Competitive
Comparisons and mistrust
Individualized
Student-teacher interaction and responsibility for oneself
Gender
Boys
Criticism on failure to obey rules
Teachers respond with instruction
Recieve attnetion from a distance
Girls
Criticism on performance
Teachers respond with nurture
Receive attention up close
Risk and Resiliance
Risk
Genetic
Prenatal
Perinatal
Environmental
Resiliance
Friends
Family
Education
Vocational skills
Expectaions
Effect student when may known
Disabilities
Adjust the learning environment
Individualized instruction
Adaptation of the curriculum
Collaboration with various profesisonals
Peer tutoring