CHAPTER 2: Changes in American Society: Their Influence on Today ’ s Students

1. CHAPTER 2: Changes in American Society: Their Influence on Today’s Students Introduction to Teaching: Becoming a Professional 5th Edition Don P. Kauchak and Paul D. Eggen

2. Changing Family Patterns • How have families in our country changed over the last 30 years, with respect to: • The percentage of families headed by married couples? • The number of women with children in the workforce? • The divorce rate? • The percentage of children who live only with their mothers? Only their fathers? With neither? • The incidence of poverty among single-parent families? • Families headed by married couples make up slightly more than two thirds of all households, compared to close to 80% in 1980. • Seven of 10 women with children are in the workforce. • The divorce rate quadrupled from 1978 to 2000. • Nearly 1 of 4 children live only with their mothers, 5% live only with their fathers, and 4% live with neither. • The incidence of poverty among single-parent families is nearly 10 times higher than in families headed by married couples.

3. Changing Family Patterns: Implications for Your Teaching • What implications do each of the following have for your teaching: Changing family patterns? Childcare? Latchkey children? • Some possibilities include: • The need to be flexible with respect to activities such as calling parents and scheduling conferences. • Access to high-quality child care. Research indicates that high-quality childcare is positively associated with learning and development. “High-quality” is the key, and low-income parents often have the least access to this type of childcare. • The need to adapt to the characteristics of latchkey children. They may be less likely to complete homework and out-of-school projects. This suggests that you may have to shift more of these activities back to school. • Teaching in today’s world is likely to be more challenging than it as been in the past, and now is the time to begin preparing for these challenges.

4. DISCUSSION QUESTIONS (1-5) • 1. How do different family structures influence school success? What can schools and teachers do to accommodate different family structures? • 2. What role should schools play in dealing with teenage sexuality? What specifically could teachers do in this area? • 3. What role should schools play in dealing with drug and alcohol abuse? What specifically could teachers do to assist in dealing with this problem? • 4. Why is bullying more common at the middle school level than at others? Why is it more common in males than in females? What can teachers do in their own classrooms to address this problem? • 5. Most states currently have zero tolerance policies. How would your handling of discipline problems change because of these policies? Would you be more or less willing to send a student to the office for a discipline problem? Would you mention these policies to the students in your classroom?

5. Teenagers and Sex • Consider the following questions: • What percentage of high school students are sexually active, how many use condoms, and what percentage contract a sexually transmitted disease (STD)? • How does the rate of teenage pregnancy in our country compare to other industrialize countries? • According to polls, what percentage of parents favor sex education in schools? Do you believe sex education should be taught in schools? Why do you feel this way? Half of teens are sexually active by the end of high school, 6 of 10 use condoms during sex, and 1 of 4 sexually active girls contracts a STD. Our country has the highest rates of teenage pregnancy and births in the industrialized world, and 80% of pregnant teens aren’t married. More than 90% of parents favor having sex education taught in schools.

6. Sexual Orientation and Sexual Harassment • What percent of students in today’s schools differ in their sexual orientation? • Is sexual orientation and sexual identity genetic, or is it a matter of choice? • What percent of students in today’s schools report being sexually harassed? • How does the harassment of students with a different sexual identity or orientation compare to the harassment of students in general? • Between 3 and 10% differ in sexual orientation, but getting accurate estimates is difficult because of the stigma involved. • Although controversial, research overwhelmingly suggests that sexual orientation and identity are genetic. • Some surveys indicate that at least half of students report being sexually harassed. • Students with different sexual orientations and identities report much higher levels of harassment.

7. Sexual Identity • The students have been dismissed for the day and you’re in your room planning for the next day. • One of your students comes in and asks to talk to you. You say, “Of course, . . . What’s on your mind.” • “I’m having a lot of trouble. Students are pushing me around, knocking my books out of my hands and calling me gay. . . . Actually, I am gay.” • 1. How do you respond to this student? • You respond supportively, assuring the student that you accept him or her unconditionally, both as one of your students and as a human being. • 2. What is your professional obligation to him and others who may be like him? • You are obligated to create an environment that is safe and welcoming for all students. Mistreatment of students by peers should be dealt with quickly and consistently.

8. Sexual Harassment Statistics Over half of girls and more than a fourth of boys have been sexually harassed in person. Nearly half of girls and 1 of 4 boys have been recipients of unwelcome sexual comments, jokes, or gestures. More than a third of girls and nearly a fourth of boys have been sexually harassed online.

9. Students’ Use of Alcohol and Other Drugs • Tim, an 11th grader, comments, “Sure, I drink some. But, it doesn’t hurt me any. Everybody drinks. It’s part of being in school, and it’s fun. It’s no big deal. . . . And, I’ve even tried a little marijuana. . . . Delicious high.” • What percent of high school students drink alcohol? • What percent use marijuana? • What percent take prescription drugs, such as Xanax, without a doctor's prescription? • What percent smoke cigarettes? • Is Tim correct in saying, “But, it doesn’t hurt me any,” and “Everybody drinks?” • More than 4 of 10 high school students use alcohol, and nearly 25% report binge drinking. • Two of 5 high school students have experimented with marijuana. • Twenty percent of high school students have taken a prescription drug, such as Oxycontin, Ritalin, or Xanax, without a doctor’s prescription. • Nearly 1 of 5 high school students report current use of cigarettes. • First, Tim’s suggestion that “everybody drinks” isn’t true, as we see above. • And, whether or not it “hurts” him is uncertain. Admittedly, a few drinks probably won’t, but binge drinking is certainly dangerous.

10. Students’ Use of Alcohol and Other Drugs Continued • What are the consequences for students of using alcohol and other drugs? • What can you, as their teacher, do to promote a healthy lifestyle in your students? • Consequences for students include alienation from school and classmates, poor attendance, decreased learning and an increased likelihood of dropping out, and less well developed mechanisms for coping with life’s problems. • You can help your students by modeling a healthy lifestyle and openly discussing problems associated with abusing alcohol and other drugs.

11. Student Obesity • Which of the following is the closest approximation of the percentage of students in our schools who are overweight or obese? • 1. Slightly less than 10% • 2. More than 15% • 3. About 25% • 4. Nearly 50% • Does this figure differ for low income students and members of cultural minorities? • What problems for children result from this issue? • About 1 of 6 students [more than 15%] in our schools is overweight or obese. • This figure is higher for low SES students and members of cultural minorities. • Overweight students face immediate health problems and a much higher probability of health problems in the future, such as heart disease and Type II diabetes. • Overweight students also face peer rejection and harassment.

12. School Violence • Is violence in our schools increasing or decreasing? • Where are students safer—in schools or on the streets in their neighborhoods? • Where is school violence most likely to occur—in an elementary school, a middle school, or a high school? • Where is school violence most likely to occur—in a rural school, a suburban school, or an urban school? • What can you do to make a difference? • Violence in our schools is decreasing. • Students are safer in schools than they are on the streets of their neighborhoods. • Violence is most likely to occur in middle schools. • Violence is most likely to occur in urban schools. • You can make a difference with students by ensuring that they are learning and feel safe in your classroom. It won’t be easy, but it can be done.

13. Student Behavior in Schools • What do the following incidents have in common? • Damien, a third grader, pushes Leroy down on the playground. • “You’re so gay,” Jack sneers at David as David walks by Jack’s locker. • “Did you know that Sally had sex with two different guys in the last month?” Joanne says to Linda and Ophelia, with a satisfied smile. • “Here comes Nikki. Let’s tell her we already have enough, so she can’t join us,” Sandy says to Gabrielle and Toni. • “You’re nothing, and everyone hates you,” appears anonymously on Cassie’s Facebook page. • Each of the five incidents is an example of bullying, which, as you see, exists in a variety of forms.

14. Dangers to Students • What do the following have in common? • Withdrawal from friends or classroom and school activities • Neglect of personal appearance or radical changes in personality • Changes in eating or sleeping habits • Depression, as evidenced by persistent boredom or lack of interest in school activities • An abrupt decline in the quality of schoolwork • Each is an indicator of a potential suicide. If you observe any of these symptoms, contact a school counselor or psychologist immediately. • Who, boys or girls, attempt suicide more often? • Who succeeds more often? Why? • Girls attempt suicide more often. • Boys succeed more often, because they use more lethal methods, such as shooting themselves.

15. Dangers to Students Continued • What do the following have in common? • Neglected appearance • Sudden changes in either academic or social behavior • Disruptive or overly-compliant behavior • Repeated injuries such as bruises, welts, or burns • Each is an indicator of child abuse. • What is your obligation in situations, such as this? • You are required by law to report suspected incidents of abuse, and you’re protected from lawsuits if you provide data, such as the symptoms above.

16. DISCUSSION QUESTIONS (1-5) • 1. How do different family structures influence school success? What can schools and teachers do to accommodate different family structures? • 2. What role should schools play in dealing with teenage sexuality? What specifically could teachers do in this area? • 3. What role should schools play in dealing with drug and alcohol abuse? What specifically could teachers do to assist in dealing with this problem? • 4. Why is bullying more common at the middle school level than at others? Why is it more common in males than in females? What can teachers do in their own classrooms to address this problem? • 5. Most states currently have zero tolerance policies. How would your handling of discipline problems change because of these policies? Would you be more or less willing to send a student to the office for a discipline problem? Would you mention these policies to the students in your classroom?

17. Predictors of School Success • Which of the following best predicts students’ success in school? • a. Culture b. Gender c. Socioeconomic status d. Country of origin • Socioeconomic status • How many times more likely is a low-SES elementary student to read below grade level than is a high-SES student? • a. Twice as likely b. 4 times more likely c. 6 times more likely • Four times more likely • What percentage of the children in this country live in poverty? • a. About 10% b. A little less than 20% c. About a third d. Nearly half • A little less than 20% • How does the rate of poverty in this country compare to other industrialized countries? • a. Twice as great b. 3 times greater c. 4 times greater d. 5 times greater • The rate of poverty in this country is 5 times greater.

18. The Influence of SES on Learning (slide 1 of 3)

19. The Influence of SES on Learning (slide 2 of 3)

20. The Influence of SES on Learning (slide 3 of 3)

21. Students At Risk • Students at risk: • Learners in danger of failing to complete their education with the skills necessary to succeed in today’s society • Characteristics often associated with students at risk: • Poverty and low socioeconomic status • Member of cultural minority • Urban • Transience or homelessness • Divorced families • Non-native English speaker • Alcohol and drug abuse • Neighborhoods with high rates of criminal activity

22. Effective Schools for Students At Risk • A safe, orderly school climate in which students understand the meaning behind and the purpose of school and classroom rules • Academic objectives focusing on mastery of content • Cooperation, a sense of community, and prosocial values • Student responsibility and self-regulation with decreased emphasis on external controls • Strong parental involvement • Caring and demanding teachers who hold high expectations for all students • How do the characteristics of these schools compare to the characteristics of effective schools in general? • The characteristics of effective schools for students at risk are similar to the characteristics of all effective schools. • For students at risk, schools and teachers must ensure that they tirelessly implement each of the characteristics. This is extremely challenging, but it can be done.

23. Effective Instruction for Students At Risk (slide 1) • High classroom structure with predictable routines • Clear learning objectives • High levels of interaction between the teacher and students • Frequent and thorough assessment • Informative feedback to promote student success • Emphasis on student responsibility • To what extent did Scott implement each of these characteristics?

24. Effective Instruction for Students At Risk (slide 2) • High classroom structure with predictable routines • Scott’s lesson was highly structured. He was clearly in charge and he guided the direction of the learning activity. • Clear learning objectives • Scott’s learning objective was very clear. His objective was for his students to understand force and Bernoulli’s Principle, and the lesson was totally oriented toward reaching this objective. • High levels of interaction between the teacher and students • This was probably the most effective aspect of his lesson. He developed the lesson completely with questioning.

25. Effective Instruction for Students At Risk (slide 3) • Frequent and thorough assessment • Scott informally assessed his students’ learning progress with his questioning. • Informative feedback to promote student success • Scott’s prompts and responses to his students’ answers provided them with feedback about their learning progress. • Emphasis on student responsibility • We don’t have direct evidence to help us make a conclusion about this characteristic. The way Scott interacted with his students suggests that he emphasized personal responsibility.

26. Discussion Questions 6-8 • 6. How would your role as a teacher change if you worked in an upper-SES suburb? In a lower-SES part of a city? What specifically would you do differently in each instance? How would your instruction change in each case? Why? • 7. What strengths do students at-risk bring to the classroom? How can teachers take advantage of these strengths? • 8. What will be your biggest challenges in working with the parents of students at-risk?