Child, Family, School, and Community Socialization and Support 6th ed.

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Child, Family, School, and CommunitySocializati
on and Support 6th ed.
Chapter 7 ECOLOGY OF TEACHING
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THE TEACHERS ROLE AS A SOCIALIZING AGENT

• TEACHERS
• Translate program goals into action
• MOST powerful socializing influence of the
  school

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THE TEACHERS 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

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THE TEACHERS ROLE AS A SOCIALIZING AGENT

• EFFECTIVE TEACHERS also
• Adapt instruction to all student learning needs
  and abilities
• Ensure student success

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TEACHER CHARACTERISTICS AND STUDENT LEARNING
TEACHERS 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 childrens capacities to
  reach their full potential.

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TEACHER CHARACTERISTICS AND STUDENT LEARNING
TEACHERS 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.

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TEACHER CHARACTERISTICS AND STUDENT LEARNING
TEACHERS 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.

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TEACHER CHARACTERISTICS AND STUDENT LEARNING
TEACHER EXPECTATIONS

• Teacher Expectations
• influence teacher/child interactions
• affects childrens performances

THUS
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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.
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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
ETHNICITY

• 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.

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
ETHNICITY

• American MACROCULTURE is
• characterized by
• Emphasis on active mastery rather than passive
  acceptance
• Valuation of the work ethic
• Stress on assertiveness and achievement

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
ETHNICITY

• 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

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
ETHNICITY

• 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

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
ETHNICITY

• American MACROCULTURE is lastly
• characterized by
• Emphasis on open relationship
• Valuation of clear-cut moral values

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
ETHNICITY

• 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
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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
ETHNICITY

• 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
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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
LEARNING STYLES

• Children have preferred ways of learning
• Teachers have preferred ways of teaching

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
LEARNING STYLES(Contd)

• Howard Gardner
• ALL children learn differently
• Teachers should adapt the curriculum to the
  various multiple intelligences he believes
  encompasses human capability

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
LEARNING STYLES

• Gardners Multiple Intelligences
• Logical-mathematical
• Linguistic
• Bodily-kinesthetic
• Musical
• Spatial
• Interpersonal
• Intrapersonal
• Naturalist

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
DISABILITY

• Educators have modified the teaching environment
• to include
• Individualized instruction
• Adaptation of the curriculum to various learning
  styles
• Collaboration with various professionals
• Peer tutoring

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
DISABILITY

• 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.

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
DISABILITY

• Teachers and parents can observe behavior
• through a variety of techniques
• Anecdotal records
• Checklists and rating scales
• Time samples
• Measurements of behavior

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
DISABILITY

• 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

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
DISABILITY

• 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).

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STUDENT CHARACTERISTICS AND TEACHER
INTERACTIONPOVERTY, SUBSTANCE ABUSE, AND VIOLENCE

• Poverty
• One of these 6 children is classified as POOR.
• Poverty impacts a childs preparedness for
  school.
• CDF 2001

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STUDENT CHARACTERISTICS AND TEACHER INTERACTION
POVERTY, SUBSTANCE ABUSE, AND VIOLENCE

• Alcohol prenatal exposure as well as growing up
  in an alcoholic home can negatively impact a
  childs ability to learn.
• Violence violence in families includes child
  maltreatment and exposure to domestic violence.

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MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON
TEACHINGPHILOSOPHIES OF TEACHING AND LEARNING
Learner-directed (progressive or modern) develop
the whole child.

• Teacher-directed
• (traditional)
• school imparts
• basic factual
• knowledge and
• preserves the
• American cultural
• heritage.

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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.

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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.

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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.

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MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON
TEACHINGSOCIALIZATION OUTCOMES OF DIFFERENT
CLASSROOM CONTEXTS

• Instructional settings can be organized
• into goal structures
• 3. Individualized one students
• achievement of a goal is unrelated to
• other students achievement of a goal.

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MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON
TEACHINGACCOUNTABILITY AND STANDARDIZATION

• Accountability of Education
• the idea of making schools responsible for
  student learning, or achievement outcomes.

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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.

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MESOSYSTEMS INFLUENCES ON TEACHING

• Empowering Student Success With
• School Involvement and
• Readiness to Learn
• Many schools interpret the readiness concept to
  mean childrens ability to succeed at
  school-related tasks