2. Becoming a Teacher Ninth Edition Forrest W. Parkay Revisions – Michael Immerman Chapter 3 (16 slides) Today’s Schools ISBN: 0132767465 © 2013, 2010, 2007, 2004, 2001 Pearson Education, Inc. All Rights Reserved

3. 3-2 Focus Questions Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved 1. What is the role of schools in today’s society? 2. How can schools be described? 3. What are schools like as social institutions? 4. What are the characteristics of successful schools? 5. What social problems affect schools and place students at risk? 6. How are school addressing societal problems? 7. How can community-based partnerships help students learn?

4. 3-3 What Is the Role of Schools in Today’s Society? School’s primary purpose To provide students with academics and skills needed beyond school. This is the most universally agreed upon goal of schools To provide experiences to develop social skills of the students within a community Develop prosocial values including honesty, fairness civility among peers/ teachers and patriotism. To develop a sense of respect toward teachers, students and other school personnel. Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

5. 3-4 What Is the Role of Schools in Today’s Society? School’s primary purpose Focusing upon equality and equal opportunity for all Provide opportunities for “service learning” – service to students’ communities and to those less fortunate. Socialization through exposure to diversity of students and environments. Provide opportunities for students to experience the lives of others (i.e. poor, elderly, homeless etc.) as well as Boy Scouts, Girl Scouts and other service groups which could me sponsored by schools. Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

6. 3-5 How Can Schools Be Described? By the Curricula – college prep., vocational, parochial, private By the Organizational Structure – alternative, charter or magnet – Self contained or open space or departmentalized Metaphors for Schools Schools as factories – raw materials, curriculum and finished products School-as-family – a caring community for all with emphasis on attending to the non content needs of students (values/ traditions, etc.) as well as the content needs Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

7. 3-6 How Can Schools Be Described? Focus on Diversity: Social Class – Schools represent the existing society by the curriculum presented Jean Anyon’s 4 Types of School – Working Class School – The primary emphasis is on having students follow directions as they work at rote, mechanical activities (i.e. worksheets) – emphasis – “drill and kill” – Middle Class School – Teachers emphasize to students the importance of getting right answers, usually in the form of words, sentences, dates and facts – “back to the basics” Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

8. 3-7 – Affluent Professional School – This school gives students the opportunity to express their individuality and to make a variety of choices. Activities such as science fairs are common – “project based learning” – Executive Elite School – This school gives students the opportunity to develop individual analytical intellectual powers. Teachers develop personal relationships with students. Students engage in individual projects based upon interest. – “student selected curricula” - Becoming a Teacher: Parkay and Stanford

9. 3-8 When Are Schools Like as Social Institutions? The School as a Reflection of Society Rural – May serve as the focal point of the community Urban – May reflect the social difficulties of the community – prompted extended school days and after school programs Suburban – May reflect the affluence of the community – emphasis on extra curricular activities to develop a sense of togetherness The Culture of the School network of beliefs, values and traditions and ways of thinking and behaving. - the climate, atmosphere of the school Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

10. 3-9 When Are Schools Like as Social Institutions? Three Dimensions of Schools Affect School Culture Physical Environment – is there eye candy in the hallways, are the grounds maintained, is there student pride in the building Formal Practices Self Contained Open Space Departmentalization School Traditions – emphasis on sports, science fairs, community service, proms, etc. Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

11. 3-10 When Are Schools Like as Social Institutions? Culture of the Classroom Quality of student – teacher interaction influenced by: setting and social dimensions. This is defined as the manner in which students and teachers participate in common classroom activities. Examples – teacher and student of the month awards, emphasis on productivity on standardized tests, field trips Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

12. 3-11 What Are the Characteristics of Successful Schools? Students achieve and complete graduation requirements. Results surpass those of comparable schools A history of improvement Research on Excellent Performing Schools Strong Leadership High Expectations Emphasis on Basic Skills Orderly Environment Frequent Evaluation Sense of Purpose Collegiality and Sense of Community Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

13. 3-12 How to define a successful high school G.P.A. Number of students entering college Number of students receiving college scholarships Number of students entering science fairs Attitude surveys competed by students Attitude of the communities regarding the school Becoming a Teacher: Parkay and Stanford

14. 3-13 What Social Problems Affect Schools and Place Students At Risk? Risk Factors: Poverty – research shows that poverty not race or ethnicity affects academic performance Family Stress – economics has led to latchkey children syndrome Substance Abuse -40% of 8 th graders indicated marijuana is available easily Violence, Crime and Bullying - both physical and cyber Teen Pregnancy – ½ million unplanned pregnancies for teens in US each year Suicide – 15% of high school students have considered this as an option Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

15. 3-14 How Are Schools Addressing Societal Problems? Peer Counseling and Peer Mediation – students addressing school concerns and major school issues Full-Service Community School – community schools offering extended after school activities. Many involve community partnerships with hospitals, child care centers, etc. School-Based Case Management – A committee of school personnel to address individual family concerns Compensatory Education – extra programs intended to identify and address academic concerns such as Title 1 Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

16. 3-15 How Are Schools Addressing Societal Problems? Alternative Schools and Curricula – termed a school within a school intended to provide additional academic assistance to students. Out of School Time Activities – sports, business partnerships Alternative Curricula – programs intended to address a specific community need (casino – blackjack dealers) Expanded Learning Time (ELT) Schools – extended hours (East LV), extended class time per class (WLV – block scheduling) and year round schools Year round schools – no summer loss of academic skills and continuous activities for students after classes to address community social concerns. Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved

17. 3-16 How Can Community-Based Partnerships Help Students Learn? Community Resources Civic Organizations – Boys and Girls Clubs Volunteer Mentor Programs – grandmothers reading to elementary students Corporate-Education Partnership – Intel provides “toys” for schools in NM 21 st Century Community Learning Centers (CCLCs) – community centers offer academic and social activities Schools as Resources for Communities Beyond the School Day Social Services Becoming At Teacher, 9e, Forrest W. Parkay ISBN: 0132767465 © 2013, 2010, 2007Pearson Education, Inc. All Rights Reserved