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
- Interpret Current Behavior
- Communicate Expectations
- 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.