ch1 group presentation
TRANSCRIPT
-
8/9/2019 Ch1 Group Presentation
1/34
Chapter 1:
Elementary School Teaching Today:An Overview of Influences and Challenges
Aileen Alfonso
Danielle Bansil
Tina Manglona
MaryLeah Pervez
-
8/9/2019 Ch1 Group Presentation
2/34
INTASC
Principles
PRAXISIII
Domains
NBPTS
Standards
The teacher
fosters relationships
with colleagues,
parents, and
agencies in the
community to
support students
learning and well-
being. (Principle
10).
The teacher plans
instruction basedupon knowledge of
subject matter,
students,
community, and
curriculum goals.
(Principle 7)
Teacher
Professionalism
(Domain D)
Organizing ContentKnowledge for
Student learning
(Domain A)
Respect for
Diversity
Family Involvement
Page 1
-
8/9/2019 Ch1 Group Presentation
3/34
Fundamental Purposes of
Elementary Education Literacy
Citizenship Education
Personal Development
Quality Education for each Child
Self-contained classroom
-
8/9/2019 Ch1 Group Presentation
4/34
Diversity in the Classroom:
Cultural
backgrounds
Diverse
linguistic
abilities Learning styles
-
8/9/2019 Ch1 Group Presentation
5/34
Teachers must develop skills in the
following areas: Classroom climate
Using techniques for
cooperative and
social-interactive
learning
Building on students
Using techniques toprove success
-
8/9/2019 Ch1 Group Presentation
6/34
Family Life:
Early education starts right at home.
Adult role models/ family culture
Extended families One-parent family (broken homes)
Dramatic changes
-
8/9/2019 Ch1 Group Presentation
7/34
Video forFamily Life
http://www.youtube.com/watch?v=7ZscS7
75ek8Children See, Children Do A must see video
Something to Ponder about:
Everything begins with you
-
8/9/2019 Ch1 Group Presentation
8/34
SOCIOECONOMIC INFLUENCES
Social stratification
Level of education
- educated decision makers- limited education (lower socioeconomic level)
--- less opportunities for self-development
--- at-risk children
-
8/9/2019 Ch1 Group Presentation
9/34
Equality of Educational Opportunity
Student Rights
Learning Styles
Race Racism
Gender Equity
Inclusion
Newcomers to
English
School Choice and
Organizational
Change
Grade-Level
Organization
The Graded School
Concept
-
8/9/2019 Ch1 Group Presentation
10/34
Equality of Educational Opportunity
Equity is the
approach. Equality is
the goal.Enid Lee
Interpreted to meanthe Equal access to
education
In this country,
everyone is entitled to
an education.
However dependingon where you are
from, the dollar
amount spent per
student varies.
-
8/9/2019 Ch1 Group Presentation
11/34
Student Rights
A teacher is prohibited
from discriminating
among children on the
basis of gender.(Federal law Title IX of the Education Act
Amendments of 1972, PL 92-318)
No teacher, student,
administrator, or other
school employee should
make sexual advances
toward a student.
-
8/9/2019 Ch1 Group Presentation
12/34
Learning Styles
Children vary not only in
their skills and
preferences in the way
they receive information,
butalso in how they
mentallyprocess that
information once they
receive it.
We must teach them inways they learn best.
-
8/9/2019 Ch1 Group Presentation
13/34
Race & Racism
How would you
prevent racism in your
classroom?
How would you as anElementary school
teacher promote
different of races and
ethnicities in your
classroom?
-
8/9/2019 Ch1 Group Presentation
14/34
Gender Equity
As a teacher you must
present gender-role
models in ways that
provide your students
with maximum
opportunity for choice.
How would you promote
gender equity in your
classroom?
-
8/9/2019 Ch1 Group Presentation
15/34
Inclusion
The beginning of free
and appropriate
public education
services to allschoolage students
and youth, regardless
of disabilityPublic Law 94-142, the Education for All Handicapped
Children Act (EAHCA) of 1975
Inclusion terms you will
need to be familiar with:
IDEA
LRE (Least restrictive
environment)
Disability
Full inclusion
Partial inclusion
Mainstreaming IEP (Individualized
Education Program)
-
8/9/2019 Ch1 Group Presentation
16/34
Newcomers to the English language
Bilingual Education programs
1. transitional 2. emergence 3.ESL 4.bilingual/bicultural
Submersion NES and LES in English speaking classes NES Non-English speaking LES limited-English-speaking ELL English-
language learners
Maintenance programs fluent in both languages
Two-wayprograms
Teachers must commit to:
1. high expectations 2. fostering a sense of community identity
3. seeking and holding strong parental involvement
-
8/9/2019 Ch1 Group Presentation
17/34
School Choice and Organizational
Change Traditional concept
Racial balance
Business concept Competition
Charter school
Magnet school
Efficiency & standardization
-
8/9/2019 Ch1 Group Presentation
18/34
Grade-Level Organization Elementary enroll ages 5 and 11 K-6 (K-6-3-3)
(K-8-4)
(K-6-2-4)
The Graded School Concept
Age sorting system
Cross-age groups
GERMANY 8yrVolkschule (primary school)
-
8/9/2019 Ch1 Group Presentation
19/34
I. CURRICULUMSTANDARDSAND
ACHIEVEMENTTESTINGA. Preparing students forHigh-Stakes
Achievement Testing
HOW schools and teachers help students meetstandards?
- teaching to the test
Standardized achievement testing H
ow well children are learning Test design precision & accuracy
Takes time away from creativity
The way test results are being used.
-
8/9/2019 Ch1 Group Presentation
20/34
Social Tragedies
HIV/AIDS
Illicit drug use
Child abuse
Youth gangs
Eating disorders
Youth pregnancies
Gay and lesbian bashing
As teachers we must be aware and preparedpsychologically and professionally.
Be aware to how these tragedies affect your students.
-
8/9/2019 Ch1 Group Presentation
21/34
Acquired Immune Deficiency
Syndrome (AIDS) First identified in 1981
Final stage of a viral infection caused by HIV.
Should we teach about HIV/AIDS as early askindergarten?
Students could grow up knowing how to protect
themselves from exposure to the virus.
How do you educate children who have the diseaseand how best to work with children who do not have
the disease but nevertheless are AIDS victims.
-
8/9/2019 Ch1 Group Presentation
22/34
Illicit Drug Use
Dominant in the 8th -12th grade.
Now a days? (elementary school?)
Should we have health educationprograms in the elementary school years?
How earlyKindergarten?
How can schools educate children aboutdrug use in at least four ways.
-
8/9/2019 Ch1 Group Presentation
23/34
Four ways schools can educate
children? First, schools can provide accurate information
about drugs and their effect on the human mindand body.
Second, schools can stress the individualsresponsibility to keep his/her own body in goodphysical condition.
Third, the school must provide a drug-freeenvironment (zero tolerance).
Fourth, teachers can be sensitive to the behaviorof the individual children in order to identify signsof possible illicit drug use.
-
8/9/2019 Ch1 Group Presentation
24/34
Child Abuse and Neglect
Any physical abuse, incest, malnutrition,being improperly clothed, and inadequatedental care.
All teachers in all states (even GUAM) arelegally mandated to report any suspicionof child abuse.
Become familiar with the guidelines fromGPSS & CPS.
Signs of child abuse and neglect include:
-
8/9/2019 Ch1 Group Presentation
25/34
Child Abuse and Neglect
Below normal height and weight
Destructive behavior
Short attention spans
Lack of interest in school activities Fear of going home
Sudden dramatic changes in behavior
Fear of their parents/guardians.
Frequently sick and absent from school Unexplained lacerations and bruises
Withdrawal from peer interaction.
-
8/9/2019 Ch1 Group Presentation
26/34
Youth Gangs
Is typically associated with gang life which
is unrestricted violence of the most various
kinds that include
Drive by shootings
Assaults
Drug trafficking
Intimidation
-
8/9/2019 Ch1 Group Presentation
27/34
Youth Gangs
So why do many youths join gangs?
Identification
Self-esteem / self competence Personal nurturing not fulfilled at home.
Protection
How should be intervene if you have reason
to believe that a child is involved in gang
activity?
-
8/9/2019 Ch1 Group Presentation
28/34
Youth Gangs
Come down very hard at the first sign of
gang involvement (gang colors, signs,
icons, rituals, etc.)
Schoolteachers at all levels should be able
to observe such signs and should report
their sightings and suspicions to the
school principal.
-
8/9/2019 Ch1 Group Presentation
29/34
Bullying and Violence
Teachers are confronted with this issue as early
as Kindergarten.
As teachers we must remain alert at all times.
Todays school (US) are adopting a variety of
types of school wide and classroom instructional
programs designed to reduce or eliminate
violence, aggressive, student behaviors and to
help all students succeed in school.
-
8/9/2019 Ch1 Group Presentation
30/34
Bullying and Violence
The most effective school programs from
antiviolence use four strategies:
Teach social competence
Create a positive, calm environment
Establish behavior standards
Establish rules and regulations for responding
to violence.
-
8/9/2019 Ch1 Group Presentation
31/34
Parents, Guardians, and the
Community Increase involvement in elementary education.
Historically parents have been involved withPTA, PTO, fundraisers, field trips, play, etc.
Not centrally involved with instructionalprograms.
Now a days school refer to parent, guardians,and the community involvement is referred as a
partnership. Parent involvement plays a big role in student
achievement.
-
8/9/2019 Ch1 Group Presentation
32/34
Social Tragedies
You are the teacher and you come across
the certain issues below. What would youdo? (Open discussions and skit)
Bullying and Violence
Child Abuse and Neglect
Illicit Drug Use
-
8/9/2019 Ch1 Group Presentation
33/34
Words of Wisdom
I like a teacher who gives you something to takehome to think about besides homework.
~Lily Tomlin as "Edith Ann" A good teacher is like a candle - it consumes
itself to light the way for others.
~Author Unknown
-
8/9/2019 Ch1 Group Presentation
34/34
Resources:
Foster, C., Jarolimek, J., & Kellough, R.
(2005).Teaching and Learning in the Elementary
School. New Jersey: Merill Prentice Hall http://www.youtube.com/watch?v=7ZscS775ek8
Children See, Children Do A must see video