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Ecology of Teaching (7-2 Teacher Characteristics and Student Learning:…
Ecology of Teaching
7-2 Teacher Characteristics and Student Learning: Leadership Style
know your students and respond accordingly
communicate verbally
relate to students positively
Be a role model
Be democratic
Be a collaborator
Be a mentor
7-10 Student Characteristics and Teacher Interaction: Risk and Resilience
Risk (endangerment; vulnerability to negative development outcomes)
Resilience (the ability to withstand and rebound from crisis or persistent challenges)
Poor Children at Risk
(learned helplessness)
Families, Substances Abuse, and Children
(poor parenting, poor family functioning, addicted parents to drugs)
Prenatal Substance Exposure
(crack cocaine, heroin, marijuana, tranquilizers, stimulus)
Family Alcohol Abuse
(Alcoholism: a chronic, progressive, and potentially fatal disease characterized by excessive tolerance for alcohol and by physical dependence and/or pathological changes)
Families, Violence, and Children
anger
fear/terror
powerlessness
loneliness
confusion
shame
distrust
7-11 Macrosystem Influences: Philosophies of Teaching and Learning
learner-directed
emphasis on the learner, expanding an individual's knowledge)
teacher-directed
(emphasis on the teacher, presenting new knowledge to the student)
Socratic method
(eliciting knowledge from individuals by questioning their statements until a satisfactory logical conclusion was reached)
Emile
(development of the child rather then the subjects to be taught, the
how
not the
what
)
behaviorist method
Republic
Classroom Contexts and Socialization Outcomes
Classroom Goal Structures
cooperative
(students working together to accomplish goals)
competitive
(students working against each other to achieve goals that only a few students can attain)
individualized
(students achievement of the goal is unrelated to other students achievement of that goal)
7-1 The Teacher's Role as a Socializing Agent
organize the classroom environment to provide time and opportunity to learn
involve students in planning motivating learning activities
communicate high expectations for student success
ensure success for students by providing guidance and support as they progress through the curriculum
Perception
a biological construct that involves interpretation of stimuli by the brain.
maturation
attentiveness
past experiences
emotions
7-7 Student Characteristics and Teacher Interaction: Socioeconomic Status
Income
Education
Family structure
Neighborhood
The consequences of classism
(the differential treatment of people because of their class background and the reinforcing of those differences through values and practices of societal institutions)
7-9 Student Characteristics and Teacher Interaction: Disability
Individualized instruction
Adaptation of the curriculum to various learning styles
Collaboration with various professionals
Peer tutoring
Families of Children with Disabilities and Available Public Services
Identification and Assessment of children with Disabilities
IFSP (Individualized Family Service Plan)
Anecdotal
Checklists and rating scales
Time samples
Measurements of behavior
IEP (Individualized Education Program)
Inclusion of Individuals with Disabilities in the Community
7-6 Student Characteristics and Teacher Interaction: Ethnicity
Some Generalized Values of the Macroculture
Emphasis on active mastery
Valuation of the work ethic
Achieved status
Stress an assertivness
Valuation of fairness
More interest in the external world of things
Emphasis on change, flow movement
Belief in rationalism
Emphasis on peer relationships
Focus on individual personality
Objective, impersonal relationships to others
Principles of right and wrong
Some 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 contact
Ascribes status
Present-time orientation
The Effects of Individualistic and Collectivistic Orientations on Socialization
Enabling Equity: Understanding Socialization Contrasts Between Home and Classroom
Objects/People
Possessions
Achievement
Social Roles
7-8 Student characteristics and Teacher Interaction: Learning Styles
The relationship between Learning Style and Socialization
Orientation toward persons/objects
analytical cognitive style
relational cognitive style
Field Dependence/Independence
field-dependent (works well in a group, perceives things in terms of the whole context) (open, warm, mutual dependence , cooperative, sensitive to the feelings of others, and respectful of adults and social convention)
field-independent (analytical and logical approach to tasks , relates well to impersonal, abstract information, independent) (direct verbal communication of instructions and standards, feedback, external rewards, and punishment)
Adapting Teaching Style to Divers Learning Styles
Logical-Mathematical
Linguistic
Body kinesthetic
Musical
Spatial
Interpersonal
Interpersonal
Naturalist
Student learning Styles and Technology in the Classroom
The Flipped Classroom
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
self-care and motor skills
social expression
self-regulation
kindergarten academics
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)
7-3 Teacher Characteristics and Student learning: Management Style
7-4 Teacher Characteristics and Student Learning: Exceptions
7-5 Student Characteristics and Teacher Interaction: Gender
7-13 Mesosystem Influences on Teaching