Child, Family, School, and Community S ocialization and Support 6 th ed.

1. Child, Family, School, and CommunitySocialization and Support 6th ed. Chapter 7 ECOLOGY OF TEACHING

2. THE TEACHER’S ROLE AS A SOCIALIZING AGENT TEACHERS • Translate program goals into action • MOST powerful socializing influence of the school

3. THE TEACHER’S ROLE AS A SOCIALIZING AGENT EFFECTIVE TEACHERS: • Provide appropriate time, opportunity, and pacing for instruction • Communicate high student expectations • Involve all students in learning activities

4. THE TEACHER’S ROLE AS A SOCIALIZING AGENT EFFECTIVE TEACHERS also: • Adapt instruction to all student learning needs and abilities • Ensure student success

5. TEACHER CHARACTERISTICS AND STUDENT LEARNINGTEACHERS AS LEADERS • Leadership style affects interactions within the group. • The teacher who is a facilitator guides the participation of children in their own learning. • The teacher facilitates children’s capacities to reach their full potential.

6. TEACHER CHARACTERISTICS AND STUDENT LEARNINGTEACHERS AS LEADERS Zone of proximal development: the space between what a learner can do independently and what learner can do by participation with more capable learners.

7. TEACHER CHARACTERISTICS AND STUDENT LEARNINGTEACHERS AS MANAGERS • The key to successful management is in preventive measures rather than consequential measures. • “With-itness”- teachers who are “with it” respond immediately to incidents rather than waiting. • Teachers must be able to “overlap”- to deal with more than one activity at a time.

8. TEACHER CHARACTERISTICS AND STUDENT LEARNINGTEACHER EXPECTATIONS Teacher Expectations: influence teacher/child interactions affects childrens’ performances THUS

9. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONGENDER Teacher-Student interaction differs based on gender of student • Girls generally perform better then boys academically in elementary school, but falter in high school. Teacher feedback on student work is different, based on gender.

10. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONETHNICITY • More than 32 million speak a language other than English at home. • By the year 2050, the gap between majority and minority ethnic groups may be closed.

11. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONETHNICITY American MACROCULTURE is characterized by: • Emphasis on active mastery rather than passive acceptance • Valuation of the work ethic • Stress on assertiveness and achievement

12. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONETHNICITY American MACROCULTURE is also characterized by: • Valuation of fairness • Interest in the external things and events (not internal meanings and feelings) • Emphasis on change, flow and movement

13. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONETHNICITY American MACROCULTURE is also characterized by: • Belief in rationalism, not traditionalism • Emphasis on peer relationships, not superordinate-subordinate relationships • Focus on individual personality, not group identity and responsibility

14. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONETHNICITY American MACROCULTURE is lastly characterized by: • Emphasis on open relationship • Valuation of clear-cut moral values

15. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONETHNICITY MACROCULTURE (INDIVIDUALISTIC) Cultures: Objects/People: Children learn having physical objects is a means toward independence Achievement: individual achievement and competition most important Possessions: having and keeping possessions emphasized Social Roles: respect and certain rights for everyone

16. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONETHNICITY MICROCULTURE (COLLECTIVISTIC) Cultures: Achievement: Group affiliation and cooperation most important Objects/People: Children are amused and helped by others Possessions: social relationships and communal possessions emphasized Social Roles: Children taught to respect authority and elders

17. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONLEARNING STYLES Children have preferred ways of learning Teachers have preferred ways of teaching

18. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONLEARNING STYLES(Cont’d) Howard Gardner: • ALL children learn differently • Teachers should adapt the curriculum to the various multiple intelligences he believes encompasses human capability

19. Gardner’s Multiple Intelligences Logical-mathematical Linguistic Bodily-kinesthetic Musical Spatial Interpersonal Intrapersonal Naturalist STUDENT CHARACTERISTICS AND TEACHER INTERACTIONLEARNING STYLES

20. Educators have modified the teaching environment to include: Individualized instruction Adaptation of the curriculum to various learning styles Collaboration with various professionals Peer tutoring STUDENT CHARACTERISTICS AND TEACHER INTERACTIONDISABILITY

21. Identification and assessment of children with disabilities Congress passed PL 99-457 in 1986, which addressed the needs of infants, toddlers and preschoolers with disabilities. An early intervention program was authorized by PL 99-457. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONDISABILITY

22. Teachers and parents can observe behavior through a variety of techniques: Anecdotal records Checklists and rating scales Time samples Measurements of behavior STUDENT CHARACTERISTICS AND TEACHER INTERACTIONDISABILITY

23. Assessment: includes teacher observations, medical assessments, and/or psychological assessments are meaningless without follow up services is an ongoing process programs designed to meet the needs of children with disabilities must involve the family STUDENT CHARACTERISTICS AND TEACHER INTERACTIONDISABILITY

24. Inclusion integration of individuals with disabilities into society via legislation (aka community) The Vocational Rehabilitation Act of 1973 serves as a “Bill of Rights” for individuals with disabilities. schools and support services must be involved to help people with disabilities make the transition from home to community (aka work). STUDENT CHARACTERISTICS AND TEACHER INTERACTIONDISABILITY

25. Poverty: One of these 6 children is classified as POOR. Poverty impacts a child’s preparedness for school. CDF 2001 STUDENT CHARACTERISTICS AND TEACHER INTERACTIONPOVERTY, SUBSTANCE ABUSE, AND VIOLENCE

26. Alcohol – prenatal exposure as well as growing up in an alcoholic home can negatively impact a child’s ability to learn. Violence – violence in families includes child maltreatment and exposure to domestic violence. STUDENT CHARACTERISTICS AND TEACHER INTERACTIONPOVERTY, SUBSTANCE ABUSE, AND VIOLENCE

27. MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGPHILOSOPHIES OF TEACHING AND LEARNING Teacher-directed (traditional) school imparts basic factual knowledge and preserves the American cultural heritage. Learner-directed (progressive or modern) develop the whole child.

28. MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGSOCIALIZATION OUTCOMES OF DIFFERENT CLASSROOM CONTEXTS • Traditional programs generally produce children who perform better academically and are able to work individually. • Modern programs generally tend to foster autonomy and cooperation.

29. MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGSOCIALIZATION OUTCOMES OF DIFFERENT CLASSROOM CONTEXTS Instructional settings can be organized into “goal structures”: 1. Cooperative – students work together to accomplish shared goals.

30. MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGSOCIALIZATION OUTCOMES OF DIFFERENT CLASSROOM CONTEXTS Instructional settings can be organized into “goal structures” 2. Competitive – students work against each other to achieve goals that only a few students can attain.

31. MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGSOCIALIZATION OUTCOMES OF DIFFERENT CLASSROOM CONTEXTS Instructional settings can be organized into “goal structures” 3. Individualized – one student’s achievement of a goal is unrelated to other student’s achievement of a goal.

32. MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGACCOUNTABILITY AND STANDARDIZATION Accountability of Education: the idea of making schools responsible for student learning, or achievement outcomes.

33. MESOSYSTEMS INFLUENCES ON TEACHING Empowering Student Success With Family Involvement and Readiness to Learn • There are specific strategies for teachers to involve families in learning. • There are specific strategies for families to prepare children to learn.

34. MESOSYSTEMS INFLUENCES ON TEACHING Empowering Student Success With School Involvement and Readiness to Learn Many schools interpret the “readiness” concept to mean children’s ability to succeed at school-related tasks