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Chapter 7: Ecology of Teaching - Coggle Diagram
Chapter 7: Ecology of Teaching
The Teacher's Role as a Socializing Agent
Teachers are significant socializing agents in that they translate school curricula goals into action. Effective teachers are warm, enthusiastic, and generous with praise, and have high status.
Teacher's Characteristics and Student Leaning
Leadership Style
Teacher plays a major leadership role in helping children learn to deal with positions of authority, cooperate with others, to cope with problems, and to achieve competence.
Authoritarian
democratic
laissez-faire (permissive)
Management Style
Classroom management goal structures have different socialization effects.
Cooperative
individualized
competitive
Expectations
Teachers' expectations of children often influence their interactions with them and, consequently, the children's performance.
Gender
Teachers need to be aware of their responses to gender.
Ethnicity
Equitable treatment of all groups
Teachers need to understand the values, communication styles, and behavior of children from diverse ethnic groups (individualistic and collectivists orientations).
Student Characteristics and Teacher Interaction
Socioeconomic Status
Consequences of classism
Teachers need to understand the effects of socioeconomic status on learning
Learning Styles
Relationship between learning style and socialization
Adapting teaching style to diverse learning styles
Student Learning styles and technology in the classroom
Analytical, field-independent
Relational, field-dependent
Teachers need to understand about individual learning styles and accommodate accordingly.
Disability
Families of children with disabilities and available public services
Teachers need to know how to include children with disabilities in learning activities. The Individuals with Disabilities Education Act (IDEA) requires that an individualized education program (IEP) be written annually, specifying educational goals, methods, and resources/services required to meet the child's needs.
Risk and Resilience
Poor children at risk
Families, Substance Abuse, and Children
Prenatal Substance Exposure
Family Alcohol Abuse
Families, Violence, and Chidlren
Teachers need to know and understand those students who are at risk for negative developmental outcomes because of poverty, substance abuse, or violence in the family, and give special support to enable resiliency and achievement motivation.
Macrosystem Influences
Philosophies of Teaching and Learning
Classroom context and socialization outcomes
Macrosystem influences of philosophies of teaching and learning range from teacher-directed programs to learner-directed ones and various combinations
Legislation
School readiness and developmentally appropriate assessment
Macrosystem influences of legislations, such as the No Child Left Behind Act, involve policies on curriculum standards and accountability.
Mesosystem Influences
Mesosystem links between teachers, families, and communities play a significant role in implementing the nation's number one education goal--that all children will come to school "ready to learn."