Ch. 7
FCC

Ch. 7 Ecology of Teaching

7-1 The Teacher’s Role as Socializing Agent

7-2 Teacher Characteristics and Student Learning: Leadership Style

7-3 Teacher Characteristics and Student Learning: Management Style

7-4 Teachers Characteristics and Student Learning: Expectations

7-5 Student Characteristics and Teacher Interaction: Gender

7-6 Student Characteristics and Teachers Interaction: Ethnicity

7-6a Equitable Treatment of All Groups

7-7 Student Characteristics and Teacher Interaction: Socioeconomic Status

7-7a The Consequences of Classism

7-8 Student Characteristics and Teacher Interaction: Learning Styles

7-8a The Relationship between Learning Style and Socialization

7-8b Adapting Teaching Style to Diverse Learning Styles

7-8c Student Learning Styles and Technology in the Classroom

7-9 Student Characteristics and Teacher Interaction: Disability

7-10 Student Characteristics and Teacher Interaction: Risk and Resilience

7-10a Poor Children at Risk

7-10b Families, Substance Abuse, and Children

7-10c Prenatal Substance Exposure

7-10d Family Alcohol Abuse

7-10e Families, Violence, and Children

7-11 Macrosystem Influences: Philosophies of Teaching and Learning

DIMENSIONS OF DIVERSTIY: Language

7-11a Classroom Contexts and Socialization Outcomes

7-12 Macrosystem Influences: Legislation (The No Child Left Behind Act)

7-12a School Readiness and Developmentally Appropriate Assessment

7-13 Mesosystem Influences on Teaching

7-9a Families of Children with Disabilities and Available Public Services

BRAIN BRIEFS: Neuroscience and Technology

Motivation Across Different Cultures — 3 Key Tips

  1. Interpret Current Behavior
  1. Communicate Expectations
  1. Emphasize Positive Reinforcement

A Word on Communicating

Using Motivation Across Different Cultures in Your Workplace

Powerful socializing agents

Effective teachers

Organize classroom for learning

Involve students in planning activities

Communicate high expectations for student success

Adapt learning activities to children’s needs and abilities

Ensure success for students

Authoritarian

Leader directs

Resulting in a discontented, hostile, but productive group

Democratic

Leader guides and collaborates

Resulting in a contented, cooperative, and productive group

Laissez-faire
(Permissive)

Leader responds to requests

Resulting in a discontented, bored, and nonproductive group

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

Teachers as Mentors

Zone of Proximal Development

The space between what a learner can do independently and what he or she can do while participating w/ more capable adults

The difference between successful and unsuccessful managers lay in the planning and preparation of instruction.

Teacher expectations affect students' academic achievement

When Teachers have higher expectations, students reach higher levels

Boys receive more interaction from teachers than girls

Boys receive criticism for breaking rules, girls for their performance

Boys attribute failure to effort

girls attribute failure to ability

Teachers need to be sensitive to differences in the classroom based on ethnic background

Classism

The differential treatment of people because of their class background and the reinforcing of those differences through values and practices of societal institutions

Field dependence

Holistic, concrete, social approach to learning

Perceive things in terms of the whole context

Field independence

Analytical, logical approach to tasks

Relate well to impersonal, abstract information, independent of context

Gardner's Theory Multiple Intelligences

Number smart

Word smart

Body smart

Music smart

Picture smart

People smart

Self smart

Nature smart

Logical-mathematical

Linguistic

Body kinesthetic

Musical

Spatial

Interpersonal

Intrapersonal

Naturalist

Flipped classroom

Learning occurs at home

Homework is done at school

Students use tablets, smart phones, and their computer to view lectures and learn the material

Class time is spent of projects, work sheets, and exercises

Teaching environments have changed over time in terms of

Adaptation of curriculum to various learning styles

Collaboration among professionals

Peer tutoring

Individualized instruction

Anecdotal records

Record a child's adaptive behavior in various situations

Checklists and rating scales

Often used to compare a child's development against norms or averages

Time samples

Record everything a child does for a certain period of time each day

Measurements of behavior

Record frequency of a behavior, duration of the behavior, antecedents of the behavior, and consequences of the behavior

Resilience

The ability to withstand and rebound from crisis or permanent challenges

Risk

Refers to endangerment of vulnerability to negative developmental outcomes

Learned Helplessness

The perception, acquired through negative experiences, that effort has no effect on outcomes

Macrosystems

Motivation

Management

Method

Structure

Curriculum

Cooperative Goal Structure

Competitive goal structure

Students work together to accomplish shared goals

Students work against each other to achieve goals that only a few students can obtain

Individualized Goal structure

One student's achievement of the goal is unrelated to other students' achievement of that goal

Macrosystem Influences: Philosophies of Teaching and Learning

School Readiness and Developmentally Appropriate Assessment

Socialization outcomes in different classroom contexts

Teacher-directed vs. Learner-directed

Readiness

encompasses health, nutrition, and social/emotional factors

Families can enable children by

Communicating

Encouraging learning

Becoming involved in school

Nurturing

The No Child Left Behind Act

Is a model for standards based education

Requires annual testing in all states

Focuses on reading, writing, math, and science

Effective behavior change begins with accurately interpreting why an individual is involved in undesired or subpar behavior.

Understanding why a person behaves in a particular way makes it easier to modify that behavior.

Explain your expectations in a way that can be understood by someone who was not raised in your same culture.

Your employees will never know what is expected of them until you take the time to explain that you need to know about problems in order to do your job well and make changes that could help others and improve productivity.

Reinforce desired behavior.

effective communication is critical.

what’s effective in one culture may not work well in another.

read up on the cultures involved and adjust your approach.

it can be a challenge to motivate people from different backgrounds, but when you do, you can unlock the great benefits of diversity in your workplace.