Roles of Teachers

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

THE TEACHERS ROLE AS A SOCIALIZING AGENTTEACHERS Translate program goals into action MOST powerful socializing influence of the school

THE TEACHERS ROLE AS A SOCIALIZING AGENTEFFECTIVE TEACHERS: Provide appropriate time, opportunity, andpacing for instruction

Communicate high student expectations Involve all students in learning activities

THE TEACHERS ROLE AS A SOCIALIZING AGENTEFFECTIVE TEACHERS also:Adapt instruction to all student learning needs and abilities

Ensure student success

TEACHER CHARACTERISTICS AND STUDENT LEARNING TEACHERS AS LEADERSLeadership 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.

TEACHER CHARACTERISTICS AND STUDENT LEARNING TEACHERS AS LEADERSZone of proximal development: thespace between what a learner can doindependently and what learner can doby participation with more capablelearners.

TEACHER CHARACTERISTICS AND STUDENT LEARNING TEACHERS AS MANAGERSThe 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.

TEACHER CHARACTERISTICS AND STUDENT LEARNING TEACHER EXPECTATIONSTeacher Expectations:influence teacher/child interactions

affects childrens performancesTHUS

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

STUDENT CHARACTERISTICS AND TEACHER INTERACTION ETHNICITYMore 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.

STUDENT CHARACTERISTICS AND TEACHER INTERACTION ETHNICITY

American MACROCULTURE ischaracterized by:Emphasis on active mastery rather than passive acceptanceValuation of the work ethicStress on assertiveness and achievement


American MACROCULTURE is alsocharacterized by:Valuation of fairnessInterest in the external things and events (not internal meanings and feelings)Emphasis on change, flow and movement


American MACROCULTURE is alsocharacterized by:Belief in rationalism, not traditionalismEmphasis on peer relationships, not superordinate-subordinate relationshipsFocus on individual personality, not group identity and responsibility

STUDENT CHARACTERISTICS AND TEACHER INTERACTION ETHNICITYAmerican MACROCULTURE is lastlycharacterized by:Emphasis on open relationshipValuation of clear-cut moral values

STUDENT CHARACTERISTICS AND TEACHER INTERACTION ETHNICITYMACROCULTURE (INDIVIDUALISTIC) Cultures:Objects/People: Children learn having physical objects is a means toward independence Possessions: having and keeping possessions emphasizedAchievement: individual achievement and competition most importantSocial Roles: respect and certain rights for everyone

STUDENT CHARACTERISTICS AND TEACHER INTERACTION ETHNICITYMICROCULTURE (COLLECTIVISTIC) Cultures:Objects/People: Children are amused and helped by othersPossessions: social relationships and communal possessions emphasizedAchievement: Group affiliation and cooperation most importantSocial Roles: Children taught to respect authority and elders

STUDENT CHARACTERISTICS AND TEACHER INTERACTION LEARNING STYLESChildren have preferred ways of learning

Teachers have preferred ways of teaching

STUDENT CHARACTERISTICS AND TEACHER INTERACTION LEARNING STYLES(Contd)Howard Gardner: ALL children learn differentlyTeachers should adapt the curriculum to the various multiple intelligences he believes encompasses human capability

STUDENT CHARACTERISTICS AND TEACHER INTERACTION LEARNING STYLESGardners Multiple IntelligencesLogical-mathematicalLinguisticBodily-kinestheticMusicalSpatialInterpersonalIntrapersonalNaturalist

STUDENT CHARACTERISTICS AND TEACHER INTERACTION DISABILITYEducators have modified the teaching environmentto include:Individualized instructionAdaptation of the curriculum to various learning stylesCollaboration with various professionalsPeer tutoring

STUDENT CHARACTERISTICS AND TEACHER INTERACTION DISABILITYIdentification and assessment of children withdisabilitiesCongress 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 INTERACTION DISABILITYTeachers and parents can observe behaviorthrough a variety of techniques:Anecdotal recordsChecklists and rating scalesTime samplesMeasurements of behavior

STUDENT CHARACTERISTICS AND TEACHER INTERACTION DISABILITYAssessment:includes teacher observations, medical assessments, and/or psychological assessmentsare meaningless without follow up servicesis an ongoing processprograms designed to meet the needs of children with disabilities must involve the family

STUDENT CHARACTERISTICS AND TEACHER INTERACTION DISABILITYInclusion 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 INTERACTIONPOVERTY, SUBSTANCE ABUSE, AND VIOLENCEPoverty:

One of these 6 children is classified as POOR.

Poverty impacts a childs preparedness for school.CDF 2001

STUDENT CHARACTERISTICS AND TEACHER INTERACTION POVERTY, SUBSTANCE ABUSE, AND VIOLENCEAlcohol 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.

MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGPHILOSOPHIES OF TEACHING AND LEARNINGTeacher-directed(traditional)school impartsbasic factualknowledge andpreserves theAmerican culturalheritage.Learner-directed (progressive or modern)develop the whole child.

MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGSOCIALIZATION OUTCOMES OF DIFFERENT CLASSROOM CONTEXTSTraditional programs generally produce children who perform better academically and are able to work individually.

Modern programs generally tend to foster autonomy and cooperation.

MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGSOCIALIZATION OUTCOMES OF DIFFERENT CLASSROOM CONTEXTSInstructional settings can be organizedinto goal structures:

1. Cooperative students work together to accomplish shared goals.

MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGSOCIALIZATION OUTCOMES OF DIFFERENT CLASSROOM CONTEXTSInstructional settings can be organizedinto goal structures

2. Competitive students work against each other to achieve goals that only a few students can attain.

MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHINGSOCIALIZATION OUTCOMES OF DIFFERENT CLASSROOM CONTEXTSInstructional settings can be organizedinto goal structures

3. Individualized one studentsachievement of a goal is unrelated toother students achievement of a goal.

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

MESOSYSTEMS INFLUENCES ON TEACHING

Empowering Student Success With FamilyInvolvement 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.

MESOSYSTEMS INFLUENCES ON TEACHING

Empowering Student Success WithSchool Involvement and Readiness to Learn

Many schools interpret the readiness concept to mean childrens ability to succeed at school-related tasks

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Roles of Teachers