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
- Know your students and respond accordingly
- Communicate Verbally and non-verbally
- Relate to students positively
- Be a role model; most important influence on student's achievement is the competent teacher
- Be democratic
Liassez-faire: a policy of letting people do as they please; permissive
- Be a collaborator
- 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
- Individualized instruction
- Adaptation of the curriculum to various learning styles
- Collaboration with various professionals
- 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