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Ecology of Teaching :books: - Coggle Diagram
Ecology of Teaching :books:
teachers Role :scroll:
Bandura-children imitate teachers who are
Warm
having prestige
control over resources
reinforce/punish behavior
kids respond
caring
responsive
stimulating
bidirectional
translate program goals into action
teachers
encourage exploration
satisfy curiousity
understand needs/abilities
feel empathy for failures
teach
understand authoruty
cooperation
cope with problems
achieve competence
select relevant materials
manage group dynamics
effective teachers list pg. 241
perception=
biological construct that involves interpretation of stimuli from the brain
Leadership Style :straight_ruler:
know your students and respond accordingly
communicate verbally
impacts child's language skills
relate to students positively
be a role model
learning
behavior
Bendura- Modeling concept
pick up behaviors/attitudes
Be democratic
engage in diverse classroom of students
allows kids to help with group policy
suggests alternatives/guides ideas
authoritarian
exerts more control/step by step instruction
direct instruction promotes achievement
Laisse-faire
complete freedom
Be a collaborator= Prensky 2010
students prefer indirect instruction
Be a mentor =Rogoff 2003
Vygostky = ZPD
Zone of Proximal Development
do independently vs. do with other more capable children
Management style :silhouettes:
planning and preparation essential
inattention and boredom avoided
linked to discontinuity in lessons
respond immediately to problems
well managed by teaching more than dealing with problems
overlapping activities a good tool
smooth transitions avoid classroom disruptions
Teacher Expectations
Brophy pg. 245
teachers receive student info at beginning of the year
Helps with expectations of behavior and achievement for specific students
affected by other characteristics
socioeconomic status
school readiness and later academic achievement
Income
education
teachers stereotype kids from higher ses
parents higher ed. =kids better academic achievement
family sttructure
single parent=fewer resources
financial/ time restraints
kids lower social and academic well being
transitions=instability
parental conflict & strain in divorced families
neighborhood
experience stress, lack of role models neg. peer influences, lack of institutional resources
classism
Low SES= self perpetuating cycle
diff. treatment due to SES status= reinforced diff. in those values/practices of societal institutions
class effects where people live, act, think, and how others react to them
SES often get put in low ability groups
culture/Ethnicity
diverse socialization = diverse perspectives
what to learn
how to learn
show it has been learned
teacher role
implement values/traditions of society
responsible for acculturation
majority of Americans are non-Hispanic white
global economy= understanding ethnic and cultural diversity
equitable treatment
be sensitive to others cultures
NAEYC
teacher must accept Childs home language and culture
promote active involvement
support all families
Generalized values of macroculture pg. 248
shared values list
children need to be actively engaged
Generalized values of Micro culture pg. 249
minority group belong too
orientation towards extended family
fostering of sharing and group ownership
Humility
learning by observing and being patient
respect/compliance shown with no eye contact
ascribed status
present time orientation
individualistic/collectivistic orientations on socialization
individual fulfillment & choice vs interdependent relations, social responsibility, & well being of the group
Ex: collectivist = kids help eachother with jobs
Ex: individualistic= do own jobs
Contrasts between home and classroom= diff. perspectives
objects/people
C= holding, touching, modeling
I=toys to amuse themselves/ be independent
Possesions
C= readily shared
I=
Achievement
I= emphasis on achievement
C= emphasis on group affiliation and cooperation
social roles
C= respect authority roles
I= egalitarian principles
gender
boys have more interaction with teachers
boys= more disruptive behavior
respond to boys with instruction and girls with nurture
girls closer attention/boys attention from distance
boys criticized for breaking rules vs. girls criticized for performance
boys lack of effort :eyes:
girls lack of ability :eyes:
lower math/science classes by adolescence :high_heel:
teachers more equitable?
foster assertive and affiliative skills in both genders
personality
physical attractiveness
speech characteristics
handwritting
change expectations based on students performance
through out year
Learning style and socialization
analytical cognitive style
structured family
relational cognitive style
less structured
field dependent learning style
holistic, concrete, and social learning approach
works well in groups
visualization, master with guidance
Field independent learning style
analytical and logical approach
impersonal, abstract, independent context
direct verbal communication/standards, feedback, external rewards/punishment
Gardner pg. 254
logical mathematical
linguistic
body kinesthetics
musical
spacial
interpersonal
intrapersonal
naturalist
Technology
Klein/ Amplify tech in school curriculum
Flipped classroom
teacher and tech combination
kids not supported at home benefit from this style
neg.= some kids get bored
Disability
individualized instruction
childs abilities provide content
adaptation of curriculum to various learning styles
collaboration with many professionals
peer tutoring
IEP and child assessment pg. 258-261
Americans with disabilities Act (ADA)
bars discrimination with employment, transportation, public accommodations, and telecommunications
reasonable accommodations
Risk and resilience
endangerment/vulnerability to negative developmental outcomes
risk factors= genetic, prenatal, perinatal, environmental
Resilience
ability to withstand/rebound from consistent challenges or crisis
supportive marriages, close friends, high level ed. , master vocational skills,
despite trama.
kids are
sense of autonomy and personal responsibility
bond with caregiver
Comer model=extension of family pg. 262
poor children at risk
18 percent poor
communities failure to support school affects teacher/ student relationship
kids= learned helplessness
perception acquired through neg. experiences that effort has no affect on outcomes
prenatal substance exposure
family alcohol abuse
fetal alcohol syndrome
leads to mental retardation
behavioral problems go into childhood
affects socialization in the family
kids unable to trust, need to control, denial feelings, intense need for responsibility,
lead to depression, guilt, low self esteem, isolation, unstable relationships
behaviors that signal a problem pg. 264
Domestic violence and power/control wheel pg. 265
kids experience
anger
fear
powerlessness
lonliness
confusion
shame
guilt
distrust
Philosophies
socratic method
questioning/logic
Rousseau
how more important than what i taught /focus on child
Skinner
child conditioned to do anything with reinforcement
Plato- content driven
teacher directed
learner directed- focus on activities
teacher directed focus on engaging kids is specific thinking process= better achievement
classroom context
Table 7.1 =teacher/learner directed classroom context Pg. 269
classroom goal structures
cooperative
goal structure/ work together
competitive
goal structure/ work against eachother
individualized
goal achievement unrelated to others
Goal structures table pg. 270
No Child Left Behind
accountability for teacher, schools, finances
standard based education
ESEA= quality teachers
bachelors degree and certified
demonstrate content competence each NLCB subject
middle school/high school credentials pg. 271
Building blocks of school readiness table pg. 272
authentic assessment is real performance not tests
supported by NAEYC
standardized test= compared to norm