Child, Family, School,

and Community
Socialization and Support 6th ed.
Chapter 7
ECOLOGY OF TEACHING

THE TEACHERS ROLE AS A

SOCIALIZING AGENT
TEACHERS
Translate program goals into action
MOST powerful socializing influence
of the school

THE TEACHERS 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

THE TEACHERS ROLE AS A

SOCIALIZING AGENT

EFFECTIVE TEACHERS also:

Adapt instruction to all student learning
needs and abilities
Ensure student success

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 childrens
capacities to reach their full potential.

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.

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.

TEACHER CHARACTERISTICS AND

STUDENT LEARNING
TEACHER EXPECTATIONS

Teacher Expectations:
influence teacher/child interactions
THUS
affects childrens performances

STUDENT CHARACTERISTICS
AND TEACHER INTERACTION
GENDER
Teacher-Student interaction
differs based on gender of
student
Teacher feedback on
student work is different,
based on gender.

Girls generally perform

better then boys
academically in
elementary school, but
falter in high school.

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.

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

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

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

STUDENT CHARACTERISTICS
AND TEACHER INTERACTION
ETHNICITY

American MACROCULTURE is lastly

characterized by:
Emphasis on open relationship
Valuation of clear-cut moral values

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

STUDENT CHARACTERISTICS
AND TEACHER INTERACTION
ETHNICITY

MICROCULTURE (COLLECTIVISTIC) Cultures:

Objects/People:
Children are amused
and helped by others

Achievement:
Group affiliation
and cooperation
most important

Possessions: social
relationships and
communal
possessions
emphasized

Social Roles:
Children taught to
respect authority
and elders

STUDENT CHARACTERISTICS
AND TEACHER INTERACTION
LEARNING STYLES

Children have preferred ways of learning

Teachers have preferred ways of teaching

STUDENT CHARACTERISTICS
AND TEACHER INTERACTION
LEARNING STYLES
(Contd)

Howard Gardner:
ALL children learn differently
Teachers should adapt the curriculum to
the various multiple intelligences he
believes encompasses human capability

STUDENT CHARACTERISTICS
AND TEACHER INTERACTION
LEARNING STYLES

Gardners Multiple Intelligences

Logical-mathematical
Linguistic
Bodily-kinesthetic
Musical
Spatial
Interpersonal
Intrapersonal
Naturalist

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

STUDENT CHARACTERISTICS
AND TEACHER INTERACTION
DISABILITY
Identification and assessment of children with
disabilities
Congress 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
DISABILITY

Teachers and parents can observe behavior

through a variety of techniques:
Anecdotal records
Checklists and rating scales
Time samples
Measurements of behavior

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

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).

STUDENT CHARACTERISTICS
AND TEACHER INTERACTION
POVERTY, SUBSTANCE ABUSE, AND VIOLENCE

Poverty:

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 VIOLENCE

Alcohol 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 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.

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.

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.

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.

MACROSYSTEM AND CHRONOSYSTEM

INFLUENCES ON TEACHING
SOCIALIZATION OUTCOMES OF DIFFERENT
CLASSROOM CONTEXTS

Instructional settings can be organized

into goal structures
3. Individualized one students
achievement of a goal is unrelated to
other students achievement of a goal.

MACROSYSTEM AND CHRONOSYSTEM

INFLUENCES ON TEACHING
ACCOUNTABILITY AND STANDARDIZATION

Accountability of Education:
the idea of making schools responsible for
student learning, or achievement
outcomes.

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.

MESOSYSTEMS INFLUENCES
ON TEACHING
Empowering Student Success With
School Involvement and
Readiness to Learn
Many schools interpret the readiness concept
to mean childrens ability to succeed at
school-related tasks