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Surface-Hidden Intentions. Work-emotional Activities. Contrasting ... COMPETITION HELPS PREPARE STUDENTS FOR THE 'REAL WORLD' BARRIERS TO CONFLICT RESULUTION ... – PowerPoint PPT presentation

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Title: 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-SHAVINS BOOK CHAPTER 1SCHOOLS AS
COMMUNITIESTHE 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 COMMUNITIESBARRIERS-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
(No Transcript)
12
MARA CHAPTER 2SHARING 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 2SHARING 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 2SHARING OURSELVS WITH OTHERSIS
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
Schmucks 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
Schmucks 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
Schmucks Chapter 8 Leadership
  • SOCIAL BASES OF INFLUENCE
  • GENDER
  • RACE
  • ETHNICITY
  • DEMOCRATIC, AUTHORITARIAN AND LAISSEZ-FAIRE
    LEADERSHIP

18
Schmucks 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
Schmucks 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 3KNOWING OTHERS WELLTHE 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 3KNOWING OTHERS WELLCHALLENGES
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 3KNOWING OTHERS WELLIS 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 5Friendship
  • 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 5Friendship
  • 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 5Friendship
  • 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 5Friendship
  • 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.
  • MARAS 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 CHILDRENS 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
    CHILDRENS 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 ANOTHERS UNIQUENESSES
    AND CALL ATTENTION TO THESE IN POSITIVE AND
    THOUGHTFUL WAYS?
  • DO STUDENTS ENGAGE IN INCLUSIVE THINKING (EG.,
    HOW WILL WE GET CATHERINES 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 4Communications
  • 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 4Communications
  • 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 4Communications
  • Communication Skills
  • Paraphrasing ideas
  • Describing Others behavior
  • Checking Impressions
  • Making Clear Statements
  • Describing Own Behavior
  • Describing Feelings
  • Giving and Receiving Feedback

35
Schmucks Chapter 4Communications
  • 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 4Communications
  • 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-SHAVINS 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 PEOPLES 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 DONT WANT OTHER PEOPLES ADVICE OR
    INTRUSION INTO WHAT THEY PERCEIVE AS PERSONAL
  • THEY DONT 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 (IM 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 ANOTHERS 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 9Conflict
  • 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 9Conflict
  • TYPES OF CONFLICT
  • PROCEDURAL CONFLICT
  • GOAL CONFLICT
  • CONCEPTUAL CONFLICT
  • INTERPERSONAL CONFLICT
  • INTER-GROUP CONFLICT

44
Schmucks Chapter 9Conflict
  • 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
  • THERES 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
  • ITS 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 7Norms
  • 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-SHAVINS BOOK CHAPTER 7 SPEAKING THE
TRUTH AND ACTING POWERFULLY
THE VISION IN COMMUNITY, PEOPLE DISCOVER THEIR
COLLECTIVE POWER.
  • NOTICING (THATS SOMETHING WRONG)
  • COURAGE (TO MAKE A DIFFERENCE)
  • STRATEGIES (TO BRING ABOUT CHANGE)

51
  • THE VISION (GOAL) FOR STUDENTS
  • STUDENTS SHOULD BE INFORMED AND AWARE OF ISSUES
    AND PROBLEMS IN THE WORLD. THEY SHOULD APPROACH
    THE WORLD WITH EYES WIDE OPEN, NOTICING THINGS
    THAT ARE WRONG OR UNFAIR, ALERT TO INJUSTICES AND
    INEQUITES. NOTICING
  • STUDENTS SHOULD FEEL A COMMITMENT TO MAKING A
    DIFFRENCE. THEY SHOULD HAVE A SENSE THAT WHAT
    THEY DO MATTERS, THAT THEY CAN MAKE A DIFFERENCE,
    AND THAT THEY MUST BE WILLING TO EXPEND THE
    ENERGY AND TIME TO DO SO. COURAGE
  • STUDENTS SHOULD HAVE THE SKILLS AND STRATEGIES
    THEY NEED IN ORDER TO TAKE ON PROBLEMS AND
    ISSUES. THEY MUST HAVE COMMUNICATION SKILLS
    (TALKING TO OTHERS, ASKING QUESTIONS, AND
    LISTENING), INFORMATION GATHERING SKILLS
    (READING, DATA GATHERING, AND WAYS TO SORT
    THROUGH CONFUSING AND CONFLICTING INFORMATION),
    CONFLICT RESOLUTION SKILLS (WHAT TO DO WHEN
    PEOPLE DONT AGREE OR ARE GETTING ANGRY), AND
    SKILLS IN BRINGING ABOUT CHANGE (LETTER WRITING,
    LOBBYING, AND ADVOCACY). STRATEGIES

52
  • THE VISION (GOALS) FOR TEACHERS
  • TEACHERS MUST FIND WAYS OF TEACHING STUDENTS
    ABOUT COMMUNITY AND GLOBAL PROBLEMS THAT ARE AGE
    APPROPRIATE AND DEVELOMENTALLY APPROPRIATE,
    NEITHER TALKING DOWN TO STUDENTS NOR OVERWHELMING
    THEM WITH INFORMATION AND FEELINGS THAT
    OVERPOWER THEM. NOTICING
  • TEACHERS MUST IDENTIFY STRATEGIES FOR HELPING
    STUDENTS TO LOOK AT BIG ISSUES WITHOUT FEELING
    POWERLESS OR SUNK. COUNTERACT DESPAIR AND
    HOPELESSNESS IN THEIR STUDENTS (AND THEMSELVES).
    COURAGE
  • TEACHERS MUST HELP STUDENTS ACQUIRE THE SKILLS
    AND ATTITUDES THEY NEED TO ACT POWERFULLY AND
    MAKE A DIFFERENCE. STRATEGIES

53
  • CHALLENGES TO THE VISION
  • IM NOT REALLY COMFORTABLE WITH THIS ISSUE
    MYSELF. SOMETIMES, I FEL PRETTY CONFUSED SO HOW
    COULD I TAKE IT ON WITH THE STUDENTS.
  • I DONT KNOW ENOUGH ABOUT THIS TOPIC MYSELF TO
    TEACH IT RIGHT I MIGHT GET IT ALL WRONG.
  • TALKING ABOUT AN ISSUE LIKE THIS COULD REALLY
    MAKE THINGS WORSE WHYROCK THE BOAT?
  • I DONT DARE BRING UP A TOPIC LIKE THIS. I
    COULD GET IN TROUBLE WITH PARENTS (THE
    ADMINISTRATION, OTHER TEACHERS).
  • I HAVE SO MUCH OF THE MANDATED CURRICULUM TO
    COVER, I SIMPLY DONT HAVE TIME FOR THIS.

54
SOME OF THE ISSUES
  • OPPRESSIONS
  • SEXISM
  • RACISM
  • HETEROSEXISM/HOMOPHOBIA
  • CLASSISM
  • ANTI-SEMITISM AND OTHER RELIGIOUS OPPRESSION
  • ETHNIC CLEANSING
  • HANDICAPISM/ABLEISM

55
  • INEQUITIES
  • POVERTY/HOMELESSNESS/HUNGER
  • ABUSE
  • TEACHERS CAN HELP STUDENTS OPERATIONALIZE THE
    IDEA OF TAKING SMALL (AND THEN BIGGER) STEPS
    TOWARD MAKING A DIFFERENCE BY TEACHING STUDENTS
    ABOUT THE FOLLOWING
  • RESISTANCE/TAKING ACTION.
  • ALLIES.

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IS THIS WORKING CHAPTER 7
  • NOTICING
  • DO STUDENTS NOTICE PRACTICES OR POLICIES THAT ARE
    UNFAIR AND BRING THEM TO THE ATTENTION OF THE
    TEACHER AND THEIR CLASSMATES?
  • DO STUDENTS IDENTIFY STEREOTYPES AND
    STEREOTYPICAL LANGUAGE IN BOOKS THEY ARE READING
  • DO STUDENTS IDENTIFY STEREOTYPES AND
    INAPPROPRIATE LANGUAGE IN THE MEDIA?
  • ARE STUDENTS ABLE TO IDENTIFY JOKES THAT ARE
    RACIST, SEXIST, OR HOMOPHOPIC?
  • ARE STUDENTS CRITICAL ENOUGH OF THEIR OWN
    CURRICULUM TO NOTICE THAT WHAT THEIR TEXTBOOKS OR
    VIDEOS SAY MAYNOT BE THE WHOLE STORY, OR THE SAME
    STORY THAT OTHERS MIGHT TELL?

57
  • COURAGE
  • AFTER STUDENTS HAVE NOTICED THAT SOMETHING IS NOT
    FAIR OR IS OPPRESSIVE IN A PARTICULAR WAY, ARE
    THEY WILLING TO RAISE THE ISSUE WITH THE TEACHER,
    OTHER STUDENTS, ADMNISTRATORS, THEIR PARENTS,
    OTHER COMMUNITY MEMBERS?
  • ARE STUDENTS ABLE TO SEEK ALLIES AND SUPPORTERS
    SO THAT THEY ARE ABLE TO TAKE ON DIFFICULT
    ISSUES?
  • DO STUDENTS GENERALLYAPEAR HOPELESS WHEN THEY
    NOTICE AN INJUSTICE?
  • DO STUDENTS SEE THEIR INTERESTS IN VERY
    INDIVIDUAL WAYS OR ARE THEY ABLE TO THINK ABOUT
    OTHERS PERSPECTIVES AND SITUATIONS?
  • DO STUDENTS SEE THEIR PURVIEW AS CONFINED TO
    THEIR OWN SITUATION OR CLASSROOM OR ARE THEY ABLE
    TO STEP BACK AND TAKE A BROADER VIEW, THEIR
    VISION OF JUSTICE ENCOMPASSING THEIR
    NEIGHBORHOOD, COUNTRY, AND THE WORLD?

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  • STRATEGIES
  • ARE STUDENTS FLUENT WITH THE WAYS IN WHICH PEOPLE
    THROUGHOUT HISTORY HAVE TAKEN A STAND BOYCOTTS,
    PETITIONS, LETTER-WRITING CAMPAIGNS, STRIKES?
  • DO STUDENTS HAVE THE SKILLS THEY NEED TO WRITE
    LETTERS TO ADVERTISERS WHO PROMOTE RACIST TOYS,
    TO MAKE POLITE PHONE CALLS TO SHOP OWNERS WHOSE
    STORES ARE NOT ACCESSIBLE TO PEOPLE WHO USE
    WHEELCHAIRS.?
  • DO STUDENTS HAVE REPERTOIRS FOR INTERRUPTING
    OPPRESSIVE BEHAVIOR IN WAYS THAT ARE LIKELY TO BE
    EFFECTIVE?
  • ARE STUDENTS ABLE TO LISTEN WELL TO OTHERS, ABLE
    TO HEAR THEIR STORIES WITHOUT INTERRUPTION OR
    DEFENSIVENESS, AWARE THAT THERE IS MUCH TO BE
    LEARNED FROM EVEN THE YOUNGEST PERSON OR ONE
    PERCEIVED AS LESS COMPETENT?

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End of EDP 621 SLIDES
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