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Ecology of Teaching - Coggle Diagram

- - - - Successful teachers
        
        warm
        
        enthusiastic
        
        generous with praise
        
        work closely w/students
      - Unsuccessful teachers
        
        aloof
        
        critical
        
        negative
        
        unresponsive to student needs
    - - ask questions
      - expansive verbal descriptions
      - encourage student conversation
      - positive reinforcement
    - - committed to work
      - warm
      - dedicated to self-improvement
      - adaptable
      - skilled w/relationships
    - - Authoritarian = aggressive, discontented students
      - Laissez-faire = bored, fooling-around, non-productive students
      - Democratic = students were less hostile, more enjoyment, worked independently
    - - Indirect instruction: discovery learning
        
        Ask questions to motivate student curiosity
        
        students as researchers
        
        suggest topics for exploration
      - Direct Instruction: little discussion, teacher directed
    - - Scaffolding
      - Zone of proximal development: space between what students can do alone & with help
  - - - Preventative
      - adequately prepared
      - "with it"
        
        no overreaction
        
        knows who is responsible
        
        no unfair blame
      - smooth transitions between activities
      - multitasker (overlap multiple activities)
    - - Inadequately prepared
      - Discontinuous instruction
      - Abrupt transitions
      - Consequential
  - - - socioeconomic status
      - gender
      - cultural background
      - personality
      - physical attractiveness
      - handwriting
      - speech characteristics
- - - - requests for attention given nurturing
      - criticism: related to performance
      - self attribute failure to lack of ability
      - higher graduation / lower drop out
      - better academically in elementary school
      - take fewer advanced math in college
    - - more teacher interactions
      - more attention for disruptive behavior
      - request for attention given instructions
      - criticism: failure to obey rules
      - self attribute failure to lack of effort
      - higher dropout / lower graduation
    - - Richard Whitmire 2010: schools focus on order, sitting still, & passive learning better suited to girls
      - Susan McGee Bailey: ingrained sexism & gender rolls
  - - - Emphasis on active mastery
      - Valuation of work ethic: industrious, ambitious, competitive
      - Achieved status
      - Stress on assertiveness
      - Valuation of fairness: equal opportunity
      - External world: things, events, success measured by material goods
      - Emphasis: future, change, flow, movement
      - Rationalism: must be a logical reason
      - Peer relationships: equality
      - Focus on individualism & independence
      - Objective, impersonal relationships
      - Life governed by principles of right/wrong
    - - Prominent importance of family
      - Focus on group ownership
      - Humility = lack of competition
      - Learning via observation & patience
      - Respect shown via lowered eyes
      - Ascribed status
      - Present-time oriented
    - - Objects/people
        
        Individualistic: taught to use objects independently
        
        Collectivist: taught to depend on others
        
        Teachers: demonstrate instructions
      - Possessions
        
        Individualistic: taught to mind ones' own things
        
        Collectivist: taught share & share alike
        
        Teachers: cooperative activities
      - Achievement
        
        Individualistic: competition & achievement
        
        Collectivist: cooperation & group identity
        
        Teacher: Don't praise in front of group
      - Social roles
        
        Individualistic: Egalitarian, all have rights & opinions
        
        Collectivist: Hierarchy, respect vs opinion & firm gender roles
        
        Teacher: group projects / group leaders
  - - - Analytical cognitive style
        
        structured families
        
        defined roles
        
        scheduled
        
        formal group organization
      - Relational cognitive style
        
        less structured families
        
        shared roles
        
        less scheduled
    - - Field-dependent
        
        concrete
        
        social learning
        
        whole-context
        
        works well in groups
        
        Effective teaching: demonstration / scaffolding
      - Field-independent
        
        analytical
        
        logical
        
        abstract
        
        context idependent
        
        Effective teaching: verbal instructions, external rewards
    - - Flipped classroom: recorded lectures at home, homework type activities at school
      - Amplify tablet
  - - - Individualized instruction based on child's abilities
      - Curriculum adapted to accommodate learning styles
      - Incorporation of other services: PT, OT, speech, etc...
      - Peer tutoring
    - - Individuals w/ Disabilities Act (Idea): IEPs
      - Public Law 99-457 (1986): IEPs for preschoolers & families called IFSP (individualized family service plan)
      - Americans w/ Disabilities Act (ADA) 1990: equal opportunity in all aspects of life & society
        
        job modification & accessibility
        
        transportation accessibility
        
        reasonable accommodations
        
        public building access
        
        telecommunications
        
        public accommodations & services
    - - enhance development
      - minimize potential for delays
      - reduce education costs down from special ed. later
      - minimize need of institutionalization
      - enhance families' abilities to meet needs of children
    - - anecdotal records
      - checklists / rating scales
      - time samples
      - measurements of behavior
      - teacher observation assessment
    - - supportive medical services
      - special education programs
      - social work / counseling
  - - - Outcomes
        
        drop out
        
        substance abuse
        
        violent behavior
        
        early pregnancy
        
        suicide
      - Factors
        
        genetic
        
        environmental
        
        prenatal
        
        perinatal
        
        parents who: lack of social support, unemployment, depression, substance abuse, poor marriages
      - Who
        
        children in poverty
        
        poor health care
        
        malnutrition
        
        poor housing
        
        unsafe communities
        
        Learned helplessness: due to bad experiences, belief that effort doesn't effect outcomes
        
        parental substance abuse / prenatal exposure
        
        alcoholism in family
        
        fetal alcohol syndrome
        
        growth retardation
        
        small head
        
        wide set eyes / narrow openings
        
        thin upper lip
        
        small, upturned nose
        
        behavior problems
        
        Outcomes
        
        learning disabilities
        
        anxiety, guilt, isolation
        
        suicide
        
        eating disorders
        
        compulsive achieving
        
        inability to trust
        
        extreme need for control
        
        relationship difficulties
        
        low self-esteem, depression
        
        family violence
        
        child maltreatment
        
        domestic abuse
        
        Safe Start Initiative (2000)
        
        depression
        
        anxiety
        
        poor academic achievement
        
        risk of violent behavior
        
        PTSD
        
        substance abuse
    - - Factors
        
        sense of autonomy
        
        personal responsibility
        
        bond with adult mentor
      - Outcomes
        
        close friends
        
        good marriages
        
        high levels of educational achievement
        
        strong vocational skills
      - Schools
        
        provide socialization experiences
        
        The Comer Model: good relationships promote healthy development
- - - - Roots
        
        Socrates
        (469-399 B.C.)
        
        "Knowledge is virtue"
        
        Socratic Method: ask questions to elicit knowledge & logical conclusion
        
        Rousseau's Emile (1762)
        
        focus on development rather than subjects
        
        how learning happens more important than what is taught
      - Environment
        
        activities
        
        collaborative discussions
        
        inquiry
        
        scaffolding
        
        research & collaboration
      - Context
        
        Management: standards of conduct discussed, children responsible for their behavior
        
        Curriculum: based on student interest; knowledge is means to end
        
        Motivation: Intrinsic, self-evaluation of chosen goals; cooperative activities
        
        Method: Individualized learning, integrative teaching style, teaching of process, indirect encouragement
      - Outcomes: students love school & learning
    - - Roots
        
        B.F. Skinner (1904-1900): Behaviorist method
        
        Plato's (427-347 B.C.) Republic: the mind is what it learns
      - Environment
        
        remembering information
        
        factual knowledge
        
        preserve American culture
        
        lecturing, tutoring, guidance
      - Outcomes: high academic achievement
      - Context
        
        Management: many rules set by teacher
        
        Curriculum: set by teacher; knowledge is end unto itself
        
        Motivation: Extrinsic / grades; success=mastery, competitive activities
        
        Method: all students taught together; dominative teaching style, teaching of content, direct encouragement
  - - - Requirements
        
        bachelor's degree
        
        state certification
        
        subject-matter competence
      - Two types
        
        Elementary teachers: must have competency in all areas
        
        Middle / High school
    - - Building blocks of readiness
        
        self-care & motor skills
        
        social expression
        
        self-regulation
        
        kindergarten academics
      - Assessment types
        
        standardized tests: child compared to norm; developmentally inappropriate
        
        Authentic assessment
        
        Work Sampling System (Meisels, Marsden, Jablon, Dorfman, & Dichtelmiller, 2013)
        
        demonstrated mastery through real performance
        
        developmentally appropriate
  - - - Instructional activities
        
        problem-solving
        
        divergent thinking
        
        creative tasks
        
        ambiguous assignments: students make decisions
      - Socialization
        
        goal important to all
        
        group expected to achieve
      - Student expectations
        
        positive interaction w/others
        
        idea sharing
        
        contribution
        
        division of labor
    - - Instructional activities
        
        skill practice
        
        knowledge recall & review
        
        clear assignment w/rules
        
        focus on specific skills/knowledge
      - Socialization
        
        goal not largely important
        
        expect to either win or lose
      - Student expectations
        
        equal chance of winning
        
        enjoyable activity
        
        compare ability w/peers
    - - Instructional activities
        
        specific skill / knowledge acquisition
        
        clear assignment
        
        behavior specified to avoid confusion
      - Socialization
        
        goal is important to all
        
        each student expects to achieve
      - Student expectations
        
        left alone by peers
        
        personal responsibility for task
        
        self-evaluation of quality, effort, & completion
- - - - donations
      - grants
    - - resources for teachers
      - speakers
      - field-trips
  - - - call on parents for advice & help
      - maintain communication
      - show parents your care for child
      - inform parents how they can help at home
      - use parents' ideas
      - be aware of community services for referrals
      - be authentic
      - recognize diversity in family structures & parenting styles
      - support parental self-esteem & confidence
    - - express love
        
        spend time, talk, listen
        
        foster independence
      - teach through everyday experiences
        
        figure things out together
        
        help child follow directions
        
        plan together
      - encourage questions
      - give approval for trying new things
      - instill love of reading & books
      - limit TV & computer time
      - encourage writing
      - develop math concepts: cooking, games, allowance
      - develop science concepts: collections, museums, plants & animals
      - develop social studies concepts: current events, holidays, citizenship
      - community involvement
      - model lifelong learning