Ch. 7 Ecology of Teaching pg. 236-277

7.1 The Teacher's Role as a Socializing Agent

Perception: a biological construct that involves interpretation of stimuli from the brain

7.2 Teacher Characteristic and Student Learning: Leadership Style

  1. Know your students and respond accordingly
  1. Communicate Verbally and non-verbally
  1. Relate to students positively
  1. Be a role model; most important influence on student's achievement is the competent teacher
  1. Be democratic

Liassez-faire: a policy of letting people do as they please; permissive

  1. Be a collaborator
  1. Be a mentor

Zone of Proximal Development: 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

7.3 Teacher Characteristics and Student Learning: Management Sytle

7.4 Teacher Characteristics and Student Learning: Expectations

7.5 Student Characteristic and Teacher Interaction: Gender

7.6 Student Characteristics and Teacher Interaction: Ethnicity

Equitable treatment of all groups

Some generalized values of the macroculture, list as found on page 248

Generalized Values of the microculture, list as found on page 249

Effects of Individualistic and Collectivistic Orientations on Socialization

Enabling equity: Understanding socialization contrasts b/t home and classroom

7.7 Student Characteristics and Teacher Interaction: Socioeconomic Status

The consequences of classism

Classism: the differential treatment of people because of their class background and the reinforcing of those differences through values and practices of societal institiutions

7.8 Student Characteristics and Teacher Interaction: Learning Styles

The relationship b/t learning style and socialization

Adapting teaching style to diverse learning styles

Logical-mathematical

Linguistic

Body Kinesthetic

Musical

Spatial

Interpersonal

Intrapersonal

Naturalist

Student learning styles and technology in the classroom

7.9 Student Characteristics and Teacher Interaction: Disability

Families of children with disabilities and available public services

Figure 7.4 example of Teacher Observation Form and Checklist

7.10 Student Characteristics and Teacher Interaction: Risk and Resilience

Risk: endangerment; vulnerability to negative developmental outcomes

Resilience: the ability to withstand and rebound from crisis or presistent challenges

Poor Children at risk

Learned helplessness: the perception, acquired through negative experiences, that effort has no effect on outcomes

Families, substance abuse, and children

Prenatal Substance Exposure

Family Alcohol Abuse

Alcoholism: a chronic, progressive, and potentially fatal disease characterized by excessive tolerance for alcohol and by physical dependence and/or pathologic organ changes

Families, Violence, and Children

7.11 Macrosystem Influences: Philosophies of Teaching and Learning

Classroom Contexts and Socialization Outcomes

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

Table 7.2 Goal Structure and Socialization

7.12 Macrosystem Influences: Legislation (The No Child Left Behind Act)

Accountability: making schools and teachers responsible for student learning or achievement outcomes

School readiness and developmentally appropriate assessment

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

7.13 Mesosystem Influences on Teaching

Teachers encourage children to explore, satisfy curiosity, love learning, deal with positions of authority, cooperate with others, cope with problems, achieve competence

Authoritarian and Democratic

Eyes in the back of their heads, with-it-ness, preventive and anticipartory measures, overlap

Living up to expectations

Past records of achievement and behavior, socioeconomic class, cultural background, gender, personality, physical attractiveness, speech characteristics, and handwriting.

Teacher expectations about students do not have a direct impact on student behavior; it is only when these expectations are communicated to students and selective reinforcement results in shaping their behavior that teacher expectations are impacted

Studies consistently show that boys have more interactions with teachers than do girls

School curricula and textbooks should be monitored for gender stereotypes and should provide positive role models for both girls and boys

Objects/people

Possessions

Achievement

Social Roles

4 Components of SES

Income

Education

Family Structure

Neighborhood

Low SES affects the teacher-student relationship, low SES may sometimes be a self-perpetuating cylce

Children who access to resources tend to navigate more successfully through school projects than those who have fewer resources

Low SES may have more setbacks leading to a harder track in life

Analytical cognitive style vs. relational cognitive style

Field dependent and field independent

Ampligy, an educational technology company is working to individualize learning experiences to meet the child's needs

Flipped Classrooms

  1. Individualized instruction
  1. Adaptation of the curriculum to various learning styles
  1. Collaboration with various professionals
  1. Peer tutoring

IDEA, IEP, NCLB

IFSP

Evaluation of anecdotal records, checklists, time samples, measurements of behavior

Table 7.1 Teacher and Learner Directed Classroom Contexts page 269

Community support may be financial, service-oriented, extensions of the learning environment

Teacher and parent collabs are important, most important before the child enters formal school

No Child Left Behind 2001 (revised in 04) model for standards-based education; downside is children's' ability to earn a passing score standardized testing is the school's achievement

ESEA all students are taught by highly qualified teachers