TE 401: Teaching Social Studies to Diverse Learners

TE 401: Teaching Social Studies to Diverse Learners Class 13 November 20, 2008 Restoring Order, Controversial Topics, Geography, Discussion/Debate Microteaching

AGENDA • Reflections from the Field • Today’s Meet – Metacognitive Moments • Restoring Order - Ch. 11 – Weinstein & Mignano • Controversial Issues • Geography PowerPoints • Discussion/Debate Microteaching

REFLECTIONS • What were the teaching moments? • What did you learn about teaching? • My visits

TODAY’S MEET – METACOGNITIVE MOMENT • Laptops out • Go to http://todaysmeet.com/te401social • Like Twitter, but designed more for meetings and classroom discussion • Another way to contribute to the conversation • Add your metacognitive moments

RESTORING ORDER – CH. 11 Principles – p. 338 • Disciplinary strategies consistent with goal of safe, caring classroom • Keep instructional program going with minimal disruption • Misbehavior depends on the context in which it occurs • Match discipline strategy with misbehavior • “time has to fit the crime” • Be culturally responsive

Disciplinary strategies consistent with goal of safe, caring classroom • Protect child’s dignity • Speak calmly and quietly • Do not bring up past sins • Separate character from the misbehavior • Tanya’s case study on pp. 338-339

Keep instructional program going with minimal disruption • Be able to predict when misbehavior might happen • Be willing “to talk about it later” • Have the “quiet conversations” • Natalie and the blue tape case study – p. 339

Misbehavior depends on the context in which it occurs • What constitutes misbehavior is often a function of a particular teacher’s tolerance level or the standards set by the school (p. 340). • Yet, children may protest limits, but they crave consistency, predictability, and structure (p.341). • Case studies on pp.340 - 341

Match discipline strategy with misbehavior • Three categories • Minor misbehaviors (Strategies – pp. 344 -349) • Noisiness, socializing, daydreaming • Serious misbehaviors (Strategies – pp. 349 – 356) • Arguing, disrespect, failing to respond to a group directive • Misbehavior which should not be tolerated • Strategies pp. 366 - 373 • Stealing, intentionally hurting someone, destroying property

Be culturally responsive • Be willing to ask yourself these questions: • Am I more patient and encouraging with some? • Am I more likely to reprimand others? • Do I expect African-American, Latino, and/or other underrepresented children to be disruptive? • Do I use hair style/clothing/appearance to form stereotypical judgments? • Questions come from p.343

Using nonverbal, verbal, and I-messages • Duplicate headings from the chart on page 378 • How would you handle each of the scenarios in a nonverbal, verbal, and by using an I-message

Logical consequences • Think-Pair-Share • Different scenarios about applying logical consequences • Logical consequences require using logic – stay calm, don’t feel like you have to react automatically.

Teaching Controversial Issues • McBee article • McBee argues that controversial issues should be taught in order for students to: • Acquire interpersonal communication skills • Be tolerant of others ideas • Develop critical and constructive thinking about various issues • Engage in civil public discourse

Strategies for Controversial Issues • Role – play • Simulated court • Simulated city council hearing • Take a stand (debate technique) • What are your ideas?

For Next Time • HAPPY THANKGIVING! • December 4th • Breakfast celebration • McBrier • Schug (coursepack) • Suiter and Mesazoros (coursepack) • Case study method microteaching • Any readings?

Finish up Geography PowerPoints • Please post to our class wiki: http://te401social.wikispaces.com/

TE 401: Teaching Social Studies to Diverse Learners