Ecology of Teaching Child/Family/School/Community Linkages

Chapter 7
Ecology of Teaching
Child/Family/School/Community Linkages
Teacher
Characteristics
The Hats You Wear
©2010 Cengage Learning.

All Rights Reserved.
Teaching as a Multifaceted Career
 A Teacher is a:
 Scientist and Scholar
 Craftsman
 Politician
 Advocate/friend
 Artist
 Managers
 Leaders
 facilitator
Teacher and Teacher’s Job
 Understand
 children’s needs, interests, and
abilities
 feel empathy for children’s fears of
failure.
 Encourage children to:

 explore,
 satisfy their natural curiosity,
 love learning- so much that it
becomes part of their lives forever.
TEACHER’S ROLE AS LEADERS
 Leadership style affects

interactions within the group.
 facilitator guides the
participation of children in their
own learning.
 facilitates children’s capacities
to reach their full potential.
Teacher’s Role as Leaders/Mentor?
 Three leadership styles:

 authoritarian (dictate);
 democratic (authoritative); and
 laissez-faire (permissive).
 Socialization Outcomes:
 Authoritarian => more aggressive
 Authoritative => work together, cooperative
 Permissive => Insecurities
Research suggest that children
develop cognitive learning styles
based on what they learn from
family and friends.
Ecology of Teaching
Curriculum for Micro and Macro :
 Cooperative  Independent Learning
 Global Teach  Analytical Teaching
 Collectivistic
 Individualistic
 “At Risk”
 Resiliency
OUTCOMES OF DIFFERENT
CLASSROOM CONTEXTS
INFLUENCES ON TEACHING
Goal Structures and Organization
1. Cooperative – students work

together to accomplish shared goals.
2. Competitive – students work against
each other to achieve goals that only a
few students can attain.
3. Individualized – one student’s
achievement of a goal is unrelated to
other student’s achievement of a goal.
Gardner’s Theory of
Multiple Intelligences

At-risk and Resilient
Student Identification and

Assessment
 For children who are “at risk” for
developing a disability.
 Conditions include the following:

 Biological (premature birth, genetic
predispositions, serious illness; M.R.)
 Established (already known)
 Environmental (low SES, poverty)
 Children who could develop a disability (prenatal:
drug exposure; perinatal: health care)
 Children prenatally exposed to drugs are more
likely to have motor and cognitive problems.
Inclusion
 The law specifies that “reasonable
accommodations” be made
according to the disability a person
has.
 Children prenatally exposed to
drugs are more likely to have motor
and cognitive problems.
 “Risk” refers to endangerment

POVERTY, SUBSTANCE ABUSE, AND VIOLENCE
Contributing to Risk: Refers to endangerment

• Alcohol – prenatal exposure as well as
growing up in an alcoholic home can
negatively impact a child’s ability to learn.
• Violence –in families includes child
maltreatment and exposure to domestic
violence.
• Poverty -impacts a child’s preparedness
for school
Resiliency
With the information I had at the time,

I made the best decision I could.
From “risk” to “resilience.”
 Resilience refers to the ability to
recover from, or adjust easily to,
misfortune or change.
 Parents, schools, community

services, and others can help
children develop into healthy,
contributing adults by working
together to build a socially
nourishing environment.
Toward Resiliency
 Children who were found to be resilient
against negative developmental outcomes
were those who had established a bond
with an adult caregiver or mentor.
 Must develop linkages with schools and

communities to avail children of many
possible supportive adults and potential
mentors.
Resiliency for Children
 Specifically, when families get involved in
school, their children will:
 get better grades and test scores;
 graduate from high school at higher rates;
 are more likely to go on to higher education;
 behave more positively; and
 are more achievement-oriented.
Empowerment
 When you approach conflict, you
have two choices:
 Change the situation,
problem, etc.
 Or the way you view it, by
considerer the situation from

another person’s point of view.
How can parent be involvement?
 1) Decision making- determining

school programs and policies;
 2) Participation- working in the
classroom as paid and
volunteering instructional
assistants;
 3) Partnership-providing home
guidance to their children to
support learning.
 Already discussed in chapter 6
Readiness to Learn
 Readiness encompasses health,
nutrition, and social/emotional factors.
 Families can enable children by
 Nurturing
 Communicating
 Encouraging learning
 Becoming involved in school
 Already discussed in chapter 6
Anecdotal records
Checklists
Time Samples
Measurements of Behavior
(frequency, antecedents, consequences)
Assessment Methods
(What/how are you thinking?)
How do Students Learn?
 What makes them “At-risk” or Resilient?
 How do Learning Styles help or hinder?
 How does parent involvement help?
 What programs help students learn?
 How does classroom organization and

structure help students learn?

Ecology of Teaching Child/Family/School/Community Linkages

Uploaded by

Copyright:

Available Formats

Ecology of Teaching Child/Family/School/Community Linkages

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ecology of Teaching Child/Family/School/Community Linkages

Uploaded by

Copyright:

Available Formats

Chapter 7

The Hats You Wear

©2010 Cengage Learning.

 Encourage children to:

 Leadership style affects

 Three leadership styles:

 Global Teach  Analytical Teaching

1. Cooperative – students work

©2010 Cengage Learning.

Student Identification and

 Conditions include the following:

 “Risk” refers to endangerment

Contributing to Risk: Refers to endangerment

With the information I had at the time,

 Parents, schools, community

 Must develop linkages with schools and

considerer the situation from

 1) Decision making- determining

 How do Learning Styles help or hinder?

 How does parent involvement help?

 What programs help students learn?

 How does classroom organization and

You might also like