1. Student Life in School and Home Chapter 3 in Sadker and Zittleman

2. Rules, Rituals, & Routines  What does a school day look like from a teacher’s perspective?  Planning  Accountability  Bureacracy  Excitement about Lessons  Concern for Individual students  Distractions

3. What does a school day look like from a student’s perspective?  Routines  Sitting  Listening  Activity  Social Connections  Distractions  Desire to succeed  Boredom

4. I sat silently in classrooms… 1. 10% of the time 2. 75% of the time 3. Almost never 4. 50% of the time

5. Socialization – How Important is it in American Schools? 1. Should concern us minimally 2. It is a positive contribution to society 3. Distracts us from learning 4. Is part of democracy 5. Some combination of the above

6. Delay and Social Distraction  Causes?  Responses?  Socio-cultural approaches  Scaffolding  Constructivism  Authenticity

7. Approaches to the Clock  Traditional 7-8 period day  Block Scheduling  Modular Scheduling  Home-schooling

8. Which schedule did you experience in middle school / high school 1. Blocks 2. Modular / rotation 3. Traditional 4. Home schooled

9. Gatekeeping  Structures and authority / power dynamics put teacher in this role. Teacher is active, students are passive.  How can a teacher make ‘gatekeeping’ less of the day?  How can schools limit this tendency?

10. Types of Grouping in Schools  Heterogeneous  Homogeneous  Tracking  Detracking  Inclusion  Mainstreaming  Ability Grouping

11. Socio-cultural Factors  De Facto grouping  Includes de facto segregation  Social construction of gender  Includes the ‘gender wall’

12. Socio-cultural Factors  Societal Attitudes Racism Classism Status

13. In my school…. 1. Race was a major concern 2. Race was a minor concern 3. Race was hardly a question 4. #1) and I experienced racist behavior

14. My high school included groups with fairly rigid identities and boundaries 1. For Sure 2. Not so much 3. I was ok with it 4. Adults ignored it 5. Some combination of these

15. Families, the Economy and Schools  Stereotypical versions of the ideal family (aka as the Cleavers) are not always the case: 1) Children are the poorest group in U.S. 2) Intact ‘traditional’ families are less than 6% of American households 3) 1 in 5 children are in single household families

16. “Your Job doesn’t include dealing with their family life….”  When is this not the case?  What is pedagogically the reality?  What is philosophically the hope?  When or where do you draw the line?

17. Which of these were you most aware of in your school district? 1. Homelessness 2. Sexuality and teen pregnancy 3. AIDS / HIV 4. Dropouts 5. Substance Use 6. Teen suicide

18. My School addressed gender and sexual identity… 1. Well… with sensitivity and student involvement 2. Avoided these issues 3. Made a mess of these issues 4. These issues don’t belong in schools

19. Homework? 1. Too Much 2. None 3. Not enough to prepare for college 4. Busywork 5. Crucial for learning

20. Schools As Affective Institutions  Schools, while institutions, are about people (children)  Research suggests the importance of affect to learning  Advising  Student Organizations  Assets Theory (Search Institute)