DIVERSITY :

1. DIVERSITY: IN COMMUNITIES OF PRACTICE

2. COLLEGE OR UNIVERSITY HIGH SCHOOL NEIGHBORHOOD FAMILY NESTED COMMUNITIES OF PRACTICE

3. PEER GROUP AT WORK FRIENDS WORK GROUP YOU LEAD OVERLAPPING COMMUNITIES OF PRACTICE

4. YOU ARE HERE PEER GROUP AT WORK COMMUNITY GROUP TANGENTIAL COMMUNITIES OF PRACTICE

5. CAUGHT BETWEEN TWO DIFFERENT, IF NOT CONTADICTORY SETS OF VALUE MESSAGES OR ROLES, THE INDIVIDUAL HAS THREE CLEAR CHOICES: • ACCEPT ONE COMMUNITY AND WITHDRAW FROM THE OTHER • REJECT BOTH COMMUNITIES, AND FIND ANOTHER PLACE TO LEARN, TO HAVE A ROLE • TRY TO MAINTAIN A ROLE IN BOTH COMMUNITIES OF PRACTICE, DISPITE THE FRICTION AND THE CONFUSION, THIS CAN MEAN THE PERSON AT THE INTERSECTION POINT

6. STAGES OF GROUP DEVELOPMENT Chapter 3 (Schmucks, 2001) • FACILITATING PSYCHOLOGICAL MEMBERSHIP • ESTABLISHING SHARED INFLUENCE • PURSUING ACADEMIC GOALS • RECOGNIZING CONDITIONS OF SELF-RENEWAL

7. SAPON-SHAVIN’S BOOK: CHAPTER 1:SCHOOLS AS COMMUNITIES:THE VISION • SECURITY • OPEN COMMUNICATION • MUTUAL LIKING • SHARED GOALS OR OBJECTIVES • CONNECTEDNESS AND TRUST

8. SCHOOLS AS COMMUNITIES: BARRIERS-EXCLUSION • WE NEVER GOT A CHANCE TO KNOW AND FEEL SAFE WITH A WIDE RANGE OF PEOPLE • WE WERE TAUGHT TO FEAR DIFFERENCE • OUR UNDERSTANDING OF DEMOCRACY AND CITIZENSHIP BECAME DISTORTED • WE FEARED FOR OUR OWN SAFETY IN THE COMMUNITY

9. SCHOOLS AS COMMUNITIES:BARRIERS-COMPETITION • WE VIEW OURSELVES AS NEVER GOOD ENOUGH OR SMART ENOUGH OR WORTHY ENOUGH • OUR SENSE OF SAFETY IS DIMINISHED • WE ARE DISCOURAGED FROM TAKING RISKS IN OUR LEARNING AND GROWTH • WE LEARN TO SEE OTHERS AS OBSTACLES TO OUR SUCCESS • WE ARE ENCOURAGED TO “WIN” AT ANY COST • IT BECOMES HARDER FOR US TO SEE OTHER PEOPLE FULLY AND TO BE SUPPORTIVE OF THEIR EFFORTS

10. Schmucks: Chapter 6ExpectationsOBJECTIVES • CIRCULAR INTERPERSONAL PROCESS. • EXPECTATIONS ARE NORMAL AND ARE CREATED OUT OF PAST ASSOCIATIONS, FROM INFORMATION, AND FROM SOCIAL STEREOTYPES. • ATTRIBUTIONS ASSIGN A CAUSE TO BEHAVIOR, EITHER THAT OF ANOTHER OR OF OUR OWN. • EXPECTATIONS AND ATTRIBUTIONS ARE COMMUNICTED TO OTHERS INFLUENCING THE OTHERS’ BEHAVIORS • SELF-FULFILLING PROPHECY: TEACHERS UNCONSCIOUSLY CREATE AND PERPEUATE SOME STUDENT BEHAVIORS.. • THERE ARE CONCRETE ACTIONS ONE CAN TAKE WHICH USE EXPECTATIONS IN CLASSSROOMS TO ENHANCE STUDENT LEARNING.

11. 1. Psychological Processes of A: Attitudes toward Self Attitudes toward others Expectations of Behaviors 2. Behaviors of A: Initiated Behaviors Intentions Toward others Perceptions of Behavior Behavioral Output Perceptions of Behavior Behavioral Output 4. Behavior of others Initiated Responses to A 3. Psychological Processes of others Expectations and Evaluation of A’s Behavior Evaluation of Self Intentions Towards A

12. MARA: CHAPTER 2:SHARING OURSELVS WITH OTHERS: THE VISION • THE IDEAL IS A PLACE N WHICH STUDENTS FEEL COMFORTABLE SHOWING THEMSELVES: • THE THINGS YOU ARE GOOD AT - TALENTS, STRENGTHS • THE THINGS YOU ARE NOT SO GOOD AT • THE THINGS YOU ARE AFRAID OF • YOUR GOALS FOR YOUR FUTURE • THE THINGS THAT MAKE YOU HAPPY • THE THINGS THAT MAKE YOU UNHAPPY

13. MARA: CHAPTER 2:SHARING OURSELVS WITH OTHERS: CHALLENGES TO THE VISION • IT IS DIFFICULT TO SHARE FULLY IF ONE FEELS THAT THEIR OPENNESS OR REVELATIONS WILL BE MET WITH SCORN OR DERISION. • SAFETY CANNOT BE MANDATED; IT MUST BE CREATED • EACH OF US IS A COMPLEX INDIVIDUAL…

14. MARA: CHAPTER 2:SHARING OURSELVS WITH OTHERS:IS THIS WORKING? • DO STUDENTS WILLINGLY SHARE THEIR STRENGTHS AND GIFTS? • DO STUDENTS VOLUNTER INFORMATION ABOUT THEMSELVES, THEIR EXPERIENCES, AND THEIR CONCERNS? • HOW DO OTHER STUDENTS RESPOND WHEN PEOPLE SHARE? • DO STUDENTS “KNOW” THINGS ABOUT EACH OTHER? • DO STUDENTS SHARE WHAT IS HARD FOR THEM?

15. Schmuck’s Chapter 8: Leadership • Leadership conceptualized: • As a property of an individual • As a property of a group • Leadership is an interpersonal influence process: it is not merely attributes of a single person. It is a verb rather than a noun • Functional Leadership: Leadership is behavior which influences others in the classroom group to follow. Sometimes such behaviors are employed by the teacher; at other times they are executed by students. Sometimes they may facilitate reaching educational goals; on other occasions they may impede the achievement of those goals.

16. Schmuck’s Chapter 8: Leadership • Psychological bases of Influence POWER [French & Raven] • Expert Power • Referent Power • Legitimate Power • Reward Power • Coercive Power • Informational Power • Connection Power

17. Schmuck’s Chapter 8: Leadership • SOCIAL BASES OF INFLUENCE: • GENDER • RACE • ETHNICITY • DEMOCRATIC, AUTHORITARIAN AND LAISSEZ-FAIRE LEADERSHIP

18. Schmuck’s Chapter 8: Leadership • INDIVIDUAL ATTEMPTS AT LEADERSHIP: • 1. A MOTIVE FORCE • 2. AN EXPECTANCY FACTOR • PREVIOUSLY SUCCESSFUL IN PEER GROUP • EXPERTISE IN THE CONTENT AREA • SELF-CONFIDENT • 3. AN INCENTIVE VALUE OF ACTING • PEER POWER STRUCTURES • STUDENT EMERGENT LEADERSHIP • GOAL-DIRECTED LEADERSHIP: TASK AND SOCIAL-EMOTIONAL FUNCTIONS

19. Schmuck’s Chapter 8: Leadership • FLEXIBLE LEADERSHIP • LEADERSHIP FOR EFFECTIVE TEACHING: • GOOD TEACHERS ARE TRANSFORMATIONAL LEADERS. • PRACTICAL IDEAS FOR CLASSROM LEADERSHIP: • INDIVIDUAL CONTROL AND RESPONSIBILITY • GROUP CONTROL AND RESPONSIBILITY • STUDENT RESPONSIBILITIES FOR OTHER STUDENTS: PEER TUTORING.

20. MARA: CHAPTER 3:KNOWING OTHERS WELL:THE VISION • ALL CHILDREN KNOW EACH OTHER WELL AND CONNECT FREELY AND EASILY • IT IS POSSIBLE TO ASSIGN ANY TWO STUDENTS TO WORK TOGETHER AND KNOW THAT THEY HAVE ALREDY BEEN CONNECTED IN MANY WAYS • PEOPLE WILL REACH OUT TO EACH OTHER WITH FRIENDSHIP AND SUPPORT • CHILDREN KNOW THAT ALL HUMAN BINGS ARE MULTIDIMENSTIONAL AND THEY ARE ABLE TO SEE MANY PARTS OF OTHER PEOPLE • THE GOAL OF MULTICULTURAL EDUCATIONIS GOING BEYOND KNOWING ABOUT DIFFERENCES TO RESPECTING AND APPRECIATING DIVERSITY AND WORKING TOGETHER FOR SOCIAL JUSTICE

21. MARA: CHAPTER 3:KNOWING OTHERS WELL:CHALLENGES TO THE VISION • IMPEDIMENTS TO BEING CLOSELY CONNECED WHICH COME FROM PERSONAL OR INDIVIDUAL EXPERIENCES: • ISOLATION • COMPETITION • SHAME • BARRIERS COMING FROM STRUCTURAL OR SOCIETAL EXERIENCES: • EARLY MESSGES ABOUT DIFFERENCES • TRACKING/SEGREGATION

22. MARA: CHAPTER 3:KNOWING OTHERS WELL:IS THIS WORKING? • DO STUDENTS CONNECT ACROSS DIFFERENCES? • DO CHILDREN NOTICE AND ATTEND TO STEREOTYPICAL STATEMENTS ABOUT WHO CAN BE FRIENDS WITH WHOM • DO STUDENTS KNOW THINGS ABOUT EACH OTHER • DO STUDENTS KNOW HOW TO ASK “RESPECTFUL” QUESTIONS OF ONE ANOTHER, PARTICULARLY ABOUT DIFFERENCES.

23. Schmucks: Chapter 5:Friendship • The concepts of Friendship and Cohesiveness Friendship = attraction and hostility among peers that influence the self-concepts and academic performances of the individual students Cohesiveness is a characteristic of a group and differs from psychological feelings of inclusion or attitudes about involvement. • Personal and Social Variables related to Liking • Some Bases of Attraction and Friendship • The Relationship Between Friendship and Cohesiveness • Types of Classroom Cohesiveness • The Circular Interpersonal Process: The Case of the Rejected Student

24. Schmucks: Chapter 5:Friendship • Personal and Social Variables related to Liking: Personal Variables Related to Liking: • Physical Attributes • Social Behavior • Intelligence • Mental Health • Sex and Race • Social Variables Related to Liking: • Classroom Social Structure • Centally Structured Groups • Diffusely structured Groups • Teacher Behavior

25. Schmucks: Chapter 5:Friendship • Some Bases of Attraction and Friendship • Cognitive Validation Theory • Balance Theory • Self-Esteem Theory • Need Complementarity Theory • The Relationship Between Friendship and Cohesiveness • Effects on Academic Performance • Effects on • Group Production

26. Schmucks: Chapter 5:Friendship • Types of Classroom Cohesiveness • 1) attraction to the group because of friendship with the other members. • 2) attraction to the group because of mutually held high interest in the task. • 3) attraction to the group because of its prestige for the members • The Circular Interpersonal Process: The Case of the Rejected Student. • Negative Cycle and peer Rejection • Challenges of Full Inclusion and Diversity.

27. MARA: CHAPTER 4 PLACES WHERE WE ALL BELONG • THE VISION • DEFINITIONS OF INCLUSION: • SPECIAL EDUCATIONS’: • FROM THE SPED PERSPECTIVE, AN INCLUSIVE CLASSROOM CAN BE DESCRIBED AS ONE IN WHICH ALL CHILDREN, REGARDLESS OF PERFORMANCE LEVEL, ARE EDUCATED WITH THEIR CHRONOLOGICAL PEERS IN A “TYPICAL” CLASSROOM. THAT IS, CHILDREN ARE EDUCATED IN “THIRD GRADE” (8-YR-OLDS) EVEN THOUGH THEY DO NOT READ “AT THE 3RD-GRADE LEVEL, “ AND INDIVIDUALIZED OR SPECIALIZED SERVICES THAT MAY BE NEEDED ARE PROVIDED WITHIN THE CONTEXT OF THE GENERAL EDUCATION CLASSROOM. • MARA’S MORE EXPANSIVE DEFINITION: • “REFERS TO WELCOMING AND ACCOMMODATING MANY KINDS OF STUDENT DIFFERENCES, NOT JUST THOSE TYPICALLY LABELED AS “DISABILITIES.” ADDRESSING STUDENT DIFFERENCES RELATED TO RACE, CLASS, GENDER, ETHNICITY, LANGUAGE, FAMILY BACKGROUND, AND RELIGION.

28. A BROADER DEFINITION OF INCLUSION REFERES TO A CLASSROOM IN WHICH ALL CHILDREN ARE PART OF A SHARED COMMUNITY AND THE FOLLOWING CHARACTERISTICS ARE PRESENT: • OPEN DISCUSSION OF THE WAYS IN WHICH PEOPLE ARE DIFFERENT AND THE KINDS OF SUPPORT AND HELP THEY NEED AND WANT • A COMMITMENT TO MEETING CHILDREN’S INDIVIDUAL NEEDS WITHIN A CONTEXT OF SHARED COMMUNITY AND CONNECTION • EXPLICIT ATTENTION TO THE WAYS IN WHICH STUDENTS’ DIFFERENCES CAN BECOME THE BASIS FOR DISCRIMINATION AND OPPRESSION AND TO TEACHING STUDENTS TO BE ALLIES TO ONE ANOTHER

29. MARA: CHAPTER 4CHALLENGES TO THE VISION • MYTHS ABOUT ABILITY GROUPING • THERE IS SUCH A THING AS ABILITY • STUDENTS LEARN BETTER IN HOMOGENEOUS GROUPS • TEACHING IS EASIER IN HOMOGENEOUS GROUPS • MYTHS ABOUT INCLUSION • INCLUSION MEANS DUMPING ALL STUDENTS BACK INTO REGULAR CLASSROOMS • IT TAKES A SPECIAL PERSON TO WORK WITH SPECIAL CHILDREN - THOSE WHO HAVE DISABILITIES AND THOSE WHO ARE GIFTED • INCLUSION IS BEYOND THE REACH OF THE ALREADY OVERBURDENED GENERAL EDUCATION TEACHER • THE CURRICULUM OF THE GENERAL EDUCATION CLASSROOM WILL GET WATERED DOWN AND DISTORTED • INCLUSION IS A FAVOR WE ARE DOING FOR CHILDREN WITH DISABILITIES AT THE EXPENSE OF OTHER CHILDREN’S EDUCATION

30. MYTHS ABOUT TEACHING ABOUT DIFFERENCES • IF WE DO NOT MENTION DIFFERENCES, STUDENTS WILL NOT NOTICE THEM • MENTIONING DIFFERENCES CALLS NEGATIVE ATTENTION TO THEM AND MAKES THINGS WORSE • PEOPLE ARE NATURALLY MORE COMFORTABLE WITH PEOPLE “JUST LIKE THEM.” • CHILDREN ARE CRUEL AND CANNOT ACCEPT DIFFERENCES

31. MARA: CHAPTER 4: IS THIS WORKING: • DO STUDENTS INTERACT WITH A WIDE RANGE OF OTHER STUDENTS? • DO STUDENTS HAVE REPERTOIRES FOR INCLUDING ALL CLASSMATES IN ACADEMIC AND PLAY ACTIVITIES, INCLUDING THOSE WITH CHALLENGING BEHAVIORS AND DIVERSE LEARNING ABILITIES? • DO STUDENTS KNOW ABOUT ONE ANOTHER’S UNIQUENESSES AND CALL ATTENTION TO THESE IN POSITIVE AND THOUGHTFUL WAYS? • DO STUDENTS ENGAGE IN “INCLUSIVE THINKING” (EG., “HOW WILL WE GET CATHERINE’S WHEELCHAIR ON THE BUS TO GO ON THE FIELD TRIP?” • DO STUDENTS ACTIVELY TAKE ON AN ADVOCACY ROLE WHEN CONFRONTED BY EXAMPLES OF EXCLUSION IN THEIR LIVES

32. Schmucks: Chapter 4:Communications: • Types of Communication: ONE, TWO AND MULTI WAY. • Communication as a Reciprocal Process • Communication as Symbolic Interaction • Language Communication and Sex Roles • Does the language LABEL by SEX? • Are male or female MARKERS used? • Is one sex OMITTED? • Are males and females treated in nonparallel ways?

33. Schmucks: Chapter 4:Communications: • Communication and Status in the Classroom • Levels of Communication • Spoken-Unspoken messages • Surface-Hidden Intentions • Work-emotional Activities • Contrasting emotional styles • Task-Maintenance Functions • Communication Patterns • Miscommunication

34. Schmucks: Chapter 4:Communications: • Communication Skills • Paraphrasing ideas • Describing Others’ behavior • Checking Impressions • Making Clear Statements • Describing Own Behavior • Describing Feelings • Giving and Receiving Feedback

35. Schmucks: Chapter 4:Communications: Developing Effective Group Discussions o Orienting statements o Agenda setting o Summarizing statements o Recording o Procedural statements o Taking a survey o Gate keeping o Encouraging o Process checks o Debriefing

36. Schmucks: Chapter 4:Communications: • Effective Transactional Communicators • Receptiveness to Student Ideas • An Egalitarian Perspective • Openness, Candor, and Honesty • Warmth and Friendliness • Respect for Students’ Feelings • Sensitivity to Outcasts • A sense of Humor • A caring Attitude • Reducing the Communication Gap

37. SAPON-SHAVIN’S BOOK: CHAPTER 5 SETTING GOALS AND GIVING AND GETTING SUPPORT • THE VISION • ALL PEOPLE NEED AND DESERVE HELP- EVEN PEOPLE WHO ARE CONSIDERED “INTELLIGENT,” “COMPETENT,” AND “MATURE.” • PEOPLE SHOULD BE ALLOWED TO SPECIFY THE KINDS OF HELP THEY NEED AND WANT AND WHEN THEY WANT IT. • BOTH GIVING AND GETTING HELP ARE POSITIVE ACTIONS AND CAN HELP BRING PEOPLE CLOSER TOGETHER. • THERE IS NO STIGMA OR SHAME ASSOCIATED WITH NEEDING OTHER PEOPLE’S HELP, SUPPORT, ENCOURAGEMENT, OR APPRECIATION.

38. CHALLENGES TO THE VISION • BARRIERS TO SHARED GOAL SETTING • GOAL SETTING TENDS TO BE A PRIVATE ACT, AND MANY PEOPLE ARE HESITANT TO SHARE THEIR GOALS WITH OTHER PEOPLE FOR SEVERAL REASONS: • THEY DON’T WANT OTHER PEOPLE’S ADVICE OR INTRUSION INTO WHAT THEY PERCEIVE AS PERSONAL • THEY DON’T WANT REPROACH OR HUMILIATION IF THEY PERCEIVE THAT THEY ARE “FAILING” AT THEIR GOALS • THEY BECOME COMPETITIVE OR EMBARRASED ABOUT THE NATURE OR CALIBER OF THEIR GOAL (“I’M ONLY TRYING TO LEARN TO PRINT”)

39. BARRIERS TO GETTING AND GIVING HELP • CULTURAL NORMS OF COMPETITION • IF BEING OF VALUE IS CLOSELY LINKEDTO “BEING THE BEST” OR THE “FASTEST,” THEN HELPING MAY BE DYSFUNCTIONAL TO YOUR OWN PERSONAL GOAL • SELF ESTEEM AND SELF-WORTH • IF YOUR SELF ESTEEM AND WORTH HINGES ONA NOTION OF INDIVIDUAL COMPETENCE, THEN BY ASKING FOR HELP, YOU MAY BE MAKING PUBLIC THAT YOU ARE WEAK, LIMITED, OR NEEDY IN SOME WAY

40. MARA: CHAPTER 5: IS THIS WORKING? • DO STUDENTS SET REALISTIC AND REASONABLE GOALS FOR THEMSELVES? • DO STUDENTS THINK CRITICALLY ABOUT WHAT GOALS WOULD MAKE SENSE FOR THEMSELVES? • DO STUDENTS RECOGNIZE THAT DIFFERENT PEOPLE IN THE CLASS WILL (AND SHOULD) HAVE DIFFERENT GOALS? • ARE STUDENTS ABLE TO ARTICULATE THEIR OWN GOALS CLEARLY? • ARE STUDENTS ABLE TO EXPLAIN OTHER STUDENTS’ GOALS CLEARLY? • ARE STUDENTS SUPPORTIVE OR ONE ANOTHER’S GOALS? DO THEY OFFER CONCRETE AND RESPONSIVE HELP TO THEIR CLASSMATES? • DO STUDENTS FREELY ASK FOR HELP WHEN THEY ARE STRUGGLING?

41. DO STUDENTS ASK FOR HELP APPROPRIATELY, RATHER THAN WHINING OR COMPLAINING? • ARE STUDENTS ALERT TO OTHERS WHO REQUIRE ASSISTANCE? • DO STUDENTS OFFER ASISTANCE RESPECTFULLY TO CLASSMATES? • DO STUDENTS ACCEPT HELP FROM OTHERS GRACIOUSLY? • DO STUDENTS REJECT UNWANTED OFFERS OF HELP POLITELY? • DO STUDENTS HAVE WELL-DEVELOPED REPERTOIRES FOR PROVIDING SUPPORT AND ASSISTANCE TO CLASSMATES WHO ARE QUITE DIFFERENT FROM THEMSELVES (I.E., THOSE WITH PHYSICAL AND EDUCATIONAL CHALLENGES, THOSE WHO SPEAK ANOTHER LANGUAGE, ETC.)?

42. Schmucks: Chapter 9:Conflict Definition of Conflict: A conflict exists when incompatible activities occur - when one activity blocks, interferes with, injures, or in some way makes a second activity less likely or effective. • Why conflict is important to study • Types of Conflict • The social psychology of conflict Conflict Resolution

43. Schmucks: Chapter 9:Conflict TYPES OF CONFLICT • PROCEDURAL CONFLICT • GOAL CONFLICT • CONCEPTUAL CONFLICT • INTERPERSONAL CONFLICT • INTER-GROUP CONFLICT

44. Schmucks: Chapter 9:Conflict The Social Psychology of Conflict: • Self Interest • Interpersonal Relationships • Conflict Resolution: • Peacemaking in the Schools • Setting a Classroom Environment for Conflict Resolution • Dealing with a violent students

45. MARA: CHAPTER 6 WORKING TOGETHER TO LEARN THE VISION A COOPERATAIVE CLASSROOM IS ONE IN WHICH ALL MEMBERS WORK TOGETHER TO ACHIEVE MUTUAL GOALS.

46. MARA: CHAPTER 6 CHALLENGES TO THE VISION • THERE’S NOT ENOUGH TO GO AROUND • OTHER PEOPLE STAND IN THE WAY OF OUR SUCCESS • THE SYSTEM IS FAIR: YOU GET WHAT YOU DESERVE AND DESERVE WHAT YOU GET • IT’S NOT SAFE TO GET TOO CLOSE/CONNECTED WITH OTHER PEOPLE • COOPERATION “COUNTS LESS” THAN INDIVIDUAL ACHIEVEMENT • COMPETITION IS MOTIVATING • COMPETITION HELPS PREPARE STUDENTS FOR THE “REAL WORLD” • BARRIERS TO CONFLICT RESULUTION

47. IS THIS WORKING: CHAPTER 6 • DO STUDENTS USE THE LANGUAGE OF COOPERATION • DO STUDENTS CONCEPTUALIZE TASKS AS COOPERATIVE, LOOKING FOR OTHERS TO WORK WITH, OR AS COMPETITIVE, OR AS INDIDUALISTIC • DO STUDENTNS CONSTANTLY COMPARE THEIR WORK TO OTHERS, OR ARE THEY ABLE TO SUPPORT THE EFFORTS OF THEIR CLASSMATES • DO STUDENTS DISPLAY THE SKILLS NECESSARE FOR WORKING IN COOPERATIVE GROUPS: LISTENING, PROBLEM SOLVING, TAKING TURNS, ENCOURAGING OTHERS, ASKING FOR CLARIFICATION, DISAGREEING NICELY • DO STUDENTS TURN TO ONE ANOTHER AS SOURCES OF HELP WHEN THEY HAVE ACADEMIC OR PERSONAL PROBLEMS • DO STUDENTS CONSISTENTLY EMPOWER OTHER STUDENTS AND GIVE THEM OPPORTUNITIES TO DO THINGS • DO STUDENTS HAVE REPERTOIRES OF COOPERATIVE GAMES THAT THEY KNOW HOW TO PLAY AND WILL INITIATE WITH OTHERS? • ARE STUDENTS CRITICAL AND THOUGHTFUL ABOUT COMMUNITY AND WORLD EVENTS THAT ARE STRUCTURED OR CONEPTUALIZED COMPETITIVELY, POINT IOUYT THAT THERE MIGHT BE ALTERNATIVE, MORE COOPERATIVE WAYS TO ACCOMPLISH THE SAME GOAL?

48. Schmucks: Chapter 7:Norms • FOUR TYPES OF NORMS: • PERCEPTUAL NORMS: DERIVES MEANING FROM SENSORY EXPERIENCES • COGNITIVE NORMS: SHARING THOUGHT PROCESSES SUCH AS REASONING, REMEMBERING, ANALYZING, AND ANTICIPATING AND MAY NOT CORRESPOND TO A PHYSICAL REALITY • EVALUATIVE NORMS: SHARED ATTITUDES THAT ARE ACCOMPANIED BY HIGH AMOUNTS OF GROUP FEELING • BEHAVIORAL NORMS: BEHAVIORS THAT ARE INFLUENCED BY PERCEPTIONS, COGNITIONS AND EVALUATIONS AS WELL AS BY CIRCUMSTANCES IN THE SITUATION (CONTEXT).

49. CHAPTER 7: NORMS (THE SCHMUCKS)

50. SAPON-SHAVIN’S BOOK: CHAPTER 7 SPEAKING THE TRUTH AND ACTING POWERFULLY THE VISION: IN COMMUNITY, PEOPLE DISCOVER THEIR COLLECTIVE POWER. • NOTICING (THAT’S SOMETHING WRONG) • COURAGE (TO MAKE A DIFFERENCE) • STRATEGIES (TO BRING ABOUT CHANGE)