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Chapter 6 - Coggle Diagram

- - - - Some students' cultures may have different norms.
        
        In urban schools, 1 in 5 students are foreign-born
        
        Even within the U.S., economic cultures vary. I need to teach students to be competitive in a variety of settings.
        
        How I teach the content I am supposed to teach influences how students will view certain economic examples, which are contested in today's world.
  - - - How societies create cultures (in my experience, this is rarely explicitly taught, but is obviously implicit).
      - How societies interact with other cultures, and what the appropriate response to cultural interchange is.
      - How societies construct historical understanding based on and in support of their culture (this rarely an explicit theme, but it is implicit in every class).
        
        How I teach history will support someone's cultural understanding, but will conflict with someone else's. I need to be able to be sensitive to other cultures in my teaching while being aware of school/community expectations.
        
        There are some schools that I would not teach in because of the particular expectation of how history will be taught.
  - - - Classroom discussion expectations can help impart a sense of what is socially acceptable, what is respectful, and what is constructive
      - How I teach communicates something about what public behavior should look like and what kind of culture I think is important
      - How can I promote teamwork without making students hate working with others? Many group projects just made me irate with my fellow classmates and never want to do anything with other people if I was going to be judged for it.
        
        I want my students to see teamwork as a constructive tool that helps them accomplish more than they could on their own. I do not want them to view teamwork the way that I have in every class: a burden that just means I have to do the work of four people because I cannot trust some people with my grade.
    - - What do U.S. norms of good citizenship mean to foreign exchange students/students who do not live in the U.S.?
      - What does good citizenship mean for students who do not plan to live in the U.S.?
      - Everyone's idea of what a good citizen means is different. Even when they agree on a definition, they disagree on what it looks like (i.e. the people who insist that kneeling for the anthem is unpatriotic and disrespectful vs. others who say that it is not disrespectful and is meant to be thought-provoking/change-inducing). Whose ideas am I teaching? What am I communicating about what is acceptable?
      - How do I handle conflicts over good citizenship? I can be sensitive to other ideas, but I cannot communicate that everything is acceptable since some ideas about citizenship are diametrically opposed. Some feathers will be ruffled.
- - - - The federal government does have a Department of Education
        
        Sets policy for receiving money
        
        Schools can ignore the department's regulations, but they won't receive their funding.
        
        Collects and publishes data and research
        
        Try to address problems
        
        Try to ensure equal access
  - - - Public Schools
      - Have a specialized curriculum. Ex. focus on STEAM or the arts in particular
      - Selective application process
      - Usually limited in grades offered
    - - Publicly funded
      - Run independently
      - Try to address a problem within the district system
        
        If they cannot show progress, the state will close them
        
        Usually use alternative methods to fix
        
        Problems could include low scores on state or standardized tests
      - Must show progress or the state will close it
    - - Not currently legal in Missouri
      - Every child has dollars attached to them through taxes
        
        With vouchers, funding follows the child to the school.
      - Offered as a solution to poorly-performing districts since children can leave
        
        May be a solution for the children who can leave
        
        Causes the children who don't leave more problems because the district is even further underfunded
        
        Does not actually address the districts' problems
        
        Cannot use vouchers for certain types of schools
        
        Searching for a new school is not some families' top priority; may have pressing concerns that take up their worry space.
    - - Could be specialized
      - Could have good teaching and curriculum
      - Could be noncertified
    - - Could have students who came from a homeschooling background (me!)
      - Could have students leave to do homeschooling
      - Restrictions on homeschooling vary by state
    - - Could be public or private
  - - - Rich in fine art experiences
        
        Museums
        
        Theatre
        
        Libraries
      - Greater diversity than other settings
      - Large gap between wealthy and poor
      - Charter/Magnet schools are popular
    - - 50% of population
      - Becoming more diverse
      - Lower poverty rates, though poverty certainly still exists
      - If someone can show homelessness, by federal law they are not bound to a district, so some attendants may not be from the district.
      - Usually outperforms other settings.
    - - Has 21% of the population
      - 14% of the population lives in poverty
      - 2nd on standardized tests
      - Have struggles getting teachers because there are few available jobs for spouses.
      - Less real estate tax money
      - Sometimes merge what would be separate districts in other settings because of low population and funding
- - - - Social Mobility: Education is an asset for successful competition in society
      - Social Efficiency: School prepares students for future jobs and serves the private sector
      - Democratic Equality: School is for the good of the public world. It produces good citizens.
      - Microroles of teachers and schools: subsets of different macroroles.
        
        Good Citizenship
        
        Classroom Instruction
        
        School Governance
        
        Democratic Processes
        
        Extracurriculars
        
        Service Learning
        
        Current Events
        
        Desirable Civic Behavior
        
        Social Development
        
        Rules of Conversation
        
        Respect for Authority
        
        Respect for Differences
        
        Norms for Public Behavior
        
        Social and Emotional IQ
        
        Teamwork
        
        Cultural Transmission
  - - - Am I unintentional about my implicit lessons? How can I be more intentional about what I communicate to my students?
      - Am I intentional about my implicit lessons?
        
        Are they positive? How do I improve the positive message I want to send?
        
        Are they negative? How do I remove negative elements and replace them?