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ECOLOGY OF TEACHING - Coggle Diagram
ECOLOGY OF TEACHING
The Teacher's role as a Socializing Agent
Good teachers correspond to formal research on effective role models.
Good teachers caring, responsive, and stimulating.
Unique combination of family and background with certain abilities and characteristics.
Teachers provide learning for children.
Teachers encourage children to explore.
Responsible for selecting materials relevant to the learner.
Perception a biological construct that involves interpretation of stimuli from the brain.
Teacher Characteristics and Student Learning: Leadership style
Know your students and respond accordingly
Communicate verbally
Relate to student positively
Be a role model
Be democratic
laissez-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.
Teacher Characteristics and Student learning: Management style.
Kounin studied classroom management techniques and consequent student learning.
key to successful management lay in preventive, rather than consequential measures.
successful vs. unsuccessful classroom managers lay in the planning and preparation of instruction.
found that student inattentiveness and misbehavior were often linked to problems of discontinuity in a less-teach lack of preparedness
Teachers who are "with it" responds immediately to incidents rather than waiting.
The ability to overlap or deal with more than one activity at the same time.
Teacher Characteristics and Student Learning: expectations.
Teachers receive data about students at the beginning of the school year which influence their expectation of the child.
Teachers treat students differently due to data they receive.
If continued the students' performances will match or fulfill what the teacher expected or prophesied at the beginning of the year. (self prophecy)
Student Characteristics and Teacher Interaction: Gender
Research shows that teacher-student interaction differs according to the gender of the student
Studies consistently show that boys have more interactions with teachers than do girls.
Teachers are are responsive to disruptive behaviors of boys than girls.
When children request attention, teachers generally respond to boys with instructions and to girls with nurture.
Girls receive more attention when they are close to the teacher, boys given attention from a distance.
Boys receive more criticism for failing to obey the rules, girls receive criticism related to their performance.
Boys attribute failure to do well to lack of effort, whereas girls attribute failure to lack of ability.
Student Characteristics and Teacher Interaction: Ethnicity
Those who speak a different language at home have doubled.
Equitable treatment of all groups-respect from teachers to different religious differences, customs and ethnic groups culture.
Teacher sensitivity can be used to enable children to be tolerant and respectful of differences.
Teachers understanding diversity in microcultures, ore minority groups, involves examining the macroculture
Some Generalized Values of the Macroculture
Emphasis on active mastery
Valuation of the work ethic
Achieved status
Stress on assertiveness rather than humility
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
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 eye contact
Ascribed status is more characteristic of collectivistic cultures.
Present-time orientation.
Enabling Equity: Understanding socialization contrasts between home and classroom
Objects/people-children learning how to socialize with different cultures.
Possessions emphasis on social relationships
Achievement stress individual achievement and competition.
Social roles where children socialize win collectivistic cultures.
Student Characteristics and teacher interaction: socioeconomic status.
Income children in poverty level scored lower on standardized test than children from families with average incomes.
Education children with parents that finished high school and some college score higher
Family structure-single-parent families are likely to have fewer resources than dual-parent families.
Neighborhood-Children growing up in high poverty experience stress, a lack of positive role models, a lack of institutional resources and negative peer influences.
The consequences of classim
classism the differential treatment of people because of their class background and the reinforcing of those differences through values and practices of societal institutions.
Student Characteristics and Teacher Interaction: Learning styles
The relationship between learning style and socialization
Orientation toward persons/objects
Field dependence/independence
Adapting teaching style to diverse learning styles
Logical-mathematical
linguistic
Body kinesthetic
Musical
Spatial
Interpersonal
Intrapersonal
Naturalist
Student Characteristics and teacher interaction: disability
Individualized instruction
Adaptation of the curriculum to various learning styles
Collaboration with various professionals
Student Characteristics and Teacher Interaction: Risk and resilience
risk refers to endangerment; vulnerability to negative development
resilience the ability to withstand and rebound from crisis or persistent challenges.
learned helplessness the perception, acquired through negative experiences, that effort has no effect on outcomes.
alcoholism a chronic, progressive, and potentially fatal disease characterized by excessive tolerance for alcohol and by physical dependence and/or pathologic organ changes.
Macrosystem influences: philosophies of teaching and learning
Classroom contect and socialization outcomes
Classroom goal structures
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
individualizes goal structure one student's achievement of the goal is unrelated to other students' achievement of that goal.
accountablity making schools and teaches responsible for student learning or achievement outcomes
Macrosystem Influences: legislation (The No Child Left Behind Act)
model for standardized education
recognizes two types of teaches: elementary, middle/high school teachers.
school readiness and developmentally appropriate assessment
authentic assessment evaluation based on real performance, rather than test performance, showing mastery of a task.
standardized tests in which an individual is compared to a norm on scientifically selected items.