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

2. THE TEACHER’S ROLE AS A SOCIALIZING AGENT
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 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 children’s capacities to reach their full potential.

6. 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.

7. 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.

8. TEACHER CHARACTERISTICS AND STUDENT LEARNING TEACHER EXPECTATIONS
influence teacher/child interactions
affects childrens’ performances
THUS

9. STUDENT CHARACTERISTICS AND TEACHER INTERACTION GENDER
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 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.

11. 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

12. 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

13. 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

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

15. 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

16. 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

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

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

20. 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

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

22. 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

23. 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

24. 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).

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

26. 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 child’s ability to learn.
Violence – violence in families includes child maltreatment and exposure to domestic violence.

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

30. Instructional settings can be organized into “goal structures”
MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHING SOCIALIZATION 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. Instructional settings can be organized into “goal structures”
MACROSYSTEM AND CHRONOSYSTEM INFLUENCES ON TEACHING SOCIALIZATION 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 TEACHING ACCOUNTABILITY 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