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Lesson 8 (Videos (Boys Adrift (Thirty years ago, more than 60% of…

- - - - Perception - a biological construct that involves interpretation of stimuli from the brain
      - Effective teachers:
        organize the classroom environment to provide time and opportunity to learn, involve students in planning motivating learning activities, communicate high expectations for student success, adapt learning activities to the needs and abilities of students, ensure success for students by providing guidance and support as they progress through the curriculum.
    - - Zone of Proximal Development (ZPD) - Vygotsky’s term for the space between what a learner can do independently and what he or she can do while participating with more capable others
      - Laissez-faire - a policy of letting people do as they please; permissive
      - Know your students and respond accordingly, Communicate verbally, Relate to students positively, Be a role model, Be democratic, Be a collaborator, Be a mentor.
    - - The differences between successful and unsuccessful classroom managers lay in the planning and preparation of instruction, so that inattention and boredom were prevented.
      - Did you ever have teachers who had “eyes in the back of their heads”? Such teachers seem to know what their students are doing without looking and therefore are quick to react to potential problems.
      - Well-managed classrooms appear to run by themselves, with the teacher spending most of the time teaching rather than dealing with behavior problems.
    - - Teachers’ expectations can be influenced by certain student characteristics, such as socioeconomic class, cultural background, gender, personality, physical attractiveness, speech characteristics, and handwriting.
      - Some teachers do not form expectations that continue throughout the year; rather, they change their expectations on the basis of the students’ performance.
      - By becoming aware of possible biases in their behavior caused by their expectations, teachers can make a conscious efort to interact objectively with each child.
    - - When children request attention, teachers generally respond to boys with instructions and to girls with nurture. In addition, girls receive more attention when they are close to the teacher, whereas boys are given attention from a distance.
      - Studies also show that the feedback received by boys and girls on the intellectual quality of their work differs: Boys receive considerable criticism for failing to obey the rules, whereas girls receive criticism related to their performance; and boys attribute their failure to do well to lack of effort, whereas girls attribute their failure to do well to lack of ability.
    - - Ethnic background is a factor in teacher-student interaction in that both teacher and student come to the relationship with certain socialization experiences influencing their values, morals, attitudes, motives, behaviors, and roles.
      - Generalized Values of the macroculture: emphasis on active mastery, valuation of the work ethic, achieved status, stress on assertiveness, valuation of fairness, more interest in the external world of things and events, emphasis on change, flow, movement, belief in rationalism, emphasis on peer relationships, focus on individual personality, objective, impersonal relationships to others, and principles of right and wrong.
      - Generalized Values of the microculture: Orientation toward the extended family, fostering of sharing and group ownership, humility, learning occurs by observation and being patient, respect and compliance is shown by no eye contact, ascribed status, and present-time orientation.
    - - Classism - the differential treatment of people because of their class background and the reinforcing of those differences
        through values and practices of societal institution
      - To understand the relationship between families’ disparate socioeconomic circumstances and children’s achievement, Duncan and Magnuson (2005) examined four components of SES: income, education, family structure, and neighborhood.
      - The consequences of classism in school are subtle but significant. One consequence is that students of lower SES are more likely to be assigned to low ability groups in their early years, setting them on a track that is difficult to alter.
    - - Risk - endangerment; vulnerability to negative developmental outcome.
      - Resilience - the ability to withstand and rebound from crisis or persistent challenge.
      - When families get involved in school, their children: get better test scores, graduate, from high school at higher rates, are more likely to go on to higher education, behave more positively, and are more achievement-oriented.
      - Learned helplessness - the perception, acquired through negative experiences, that effort has no effect on outcome.
      - Alcoholism - a chronic, progressive, and potentially fatal disease characterized by excessive tolerance for alcohol and by physical dependence and/or pathologic organ changes.
      - The following behaviors may signal a problem: failure in school; truancy, lack of friends; withdrawal from classmates, delinquent behavior, such as stealing or violence, frequent physical complaints, such as headaches or stomachaches, abuse of drugs or alcohol, aggression toward other children, risk-taking behaviors, depression or suicidal thoughts or behavior.
      - Children who are exposed to domestic violence often experience the following feelings: Anger, fear/terror, powerless, loneliness, confusion, shame, guilt, and distrust.
    - - Cooperative - goal structure students working together to accomplish shared goals.
      - Competitive goal - structure students working against each other to achieve goals that only a few students can attain.
      - Individualized goal - structure one student’s achievement of the goal is unrelated to other students’ achievement of that goal.
    - - Accountability - making schools and teachers responsible for student learning or achievement outcomes.
      - Authentic Assessment - evaluation based on real performance, rather than test performance, showing mastery of a task.
      - Standardized Tests - tests in which an individual is compared to a norm on scientifically selected items.