Poverty in the Lives of our Children
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Students living in poverty face socioeconomic disadvantages like lack of access to healthcare, preschool, and nutrition that negatively impact their academic success. Teachers have limited ability to address these structural issues but can help by developing caring relationships with students and emphasizing learning over control. Teachers should work to understand the challenges of poverty, show empathy, and use culturally responsive teaching practices so they can best support students experiencing socioeconomic hardship.
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Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
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The document discusses inclusion programs in junior high schools and whether they are beneficial. It outlines some of the benefits of inclusion programs, such as increased social skills and acceptance for students with disabilities. However, it also notes that teacher attitudes can inhibit inclusion if they are not fully sold on the benefits for all students or supported adequately. Successful inclusion programs require addressing the needs of the entire community and shifting focus from student deficits to their value as community members.
2socialawarenesspresentation 170201184547 (1)
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It explains that social awareness is important for positive classroom climate, relationships, and career success. Specific strategies discussed include using media to recognize emotions, journaling to understand emotions, cooperative learning techniques like the jigsaw classroom and constructive controversy, and incorporating historical music and biographies to promote perspective taking. The document emphasizes that social awareness develops in stages and can be influenced by students' various social identities.
Social Awareness Presentation
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It identifies five key components of social awareness: emotional intelligence, social capital, perspective taking, cultural competency, and recognizing community resources and supports. The document then provides several classroom strategies teachers can use to support students' social awareness development, including active constructive responding, wise critical feedback, engaging families, journaling, cooperative learning techniques like the jigsaw method, constructive controversy, analyzing media and lyrics, and perspective taking through biographies. The overall goal is to equip students with social-emotional skills that help them succeed academically and socially.
Sib sample essay 2
This document is a statement of informed beliefs by a teacher discussing their philosophy of education. It covers several key topics: recognizing that students learn differently and it is the teacher's responsibility to meet their needs; having high expectations for all students regardless of background; understanding how family and social factors influence learning; promoting socialization and community involvement; addressing the needs of diverse ethnic and cultural backgrounds; using various methods of planning, assessment, and adjusting curriculum to accommodate different learning styles and needs. The overall message is the importance of treating each student as an individual, modifying one's teaching approach, and connecting learning to the wider social context to help all students succeed.
Child 90.1 'School' Group Project
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The document summarizes Thomas Toch's book which examines five alternative high schools in the US that have smaller student populations compared to traditional large high schools. The schools profiled are Julia Richman Education Complex, Urban Academy, High Tech High, The Met School, and Minnesota New Country School. Each school has a distinctive approach but they share common features like personalized learning, strong sense of community, autonomy for teachers, and emphasis on preparing students for citizenship. The document concludes that downsizing schools and reforming to involvement-based education can help schools catalyze change and better prepare students to compete globally.
Toch Presentation
The document summarizes Thomas Toch's book which examines five alternative high schools in the US that have smaller student populations compared to traditional large high schools. The schools profiled are Julia Richman Education Complex, Urban Academy, High Tech High, The Met School, and Minnesota New Country School. Each school has a distinctive approach but they share common features like personalized learning, strong sense of community, autonomy for teachers, and emphasis on preparing students for citizenship. The document concludes that downsizing schools and reforming to involvement-based education can help schools better educate students to compete globally.
Journal of Education and Social Policy_Shifting the Learning Paradigm of Pres...
Seven preservice teachers participated in a study examining their reflections on 30 hours of required classroom observations at two urban, predominantly African American schools with high rates of poverty. The preservice teachers observed instruction across various subject areas and provided feedback in response to questions about their observations. Their responses indicated that conducting observations as a group facilitated richer reflection compared to individual observations. Key themes that emerged from their reflections included classroom management, student engagement, and pedagogical practices.
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This document contains 4 readings related to gifted education:
1. Summarizes an interview with Joe Renzulli who defines giftedness as above average ability, task commitment, and creativity. Issues in gifted education include lack of support, training, and differentiated learning models. Improvements are needed such as specialized training and mentoring programs.
2. Argues gifted students' needs are often overlooked due to assumptions of high achievement. Their needs include faster learning, passion for topics, and challenging tasks to build confidence. Teachers can compact curriculum and provide differentiated content, processes, products, environment and assessments.
3. Discusses how gifted students differ greatly in their abilities. Lack of funding raises questions about
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The document discusses principles of effective inclusion in education. It advocates for including students with disabilities in general education classrooms, with support services provided within the classroom. This improves the system for all students. Successful inclusion also requires teachers to modify their practices to accommodate individual student needs and collaborate with others. It is important for teachers to help all students feel a sense of belonging and facilitate positive social interactions and relationships through strategies like cooperative learning groups.
The teacher
The document discusses the role of teachers in the 21st century and how it has changed from previous eras. It notes that teaching is now considered a true profession rather than a trade, and the role of teachers has fundamentally changed. Instruction involves creating rich, unique learning experiences for each student rather than just lecturing. Students are now active creators of knowledge rather than just consumers of facts. Teachers are rethinking their relationships with students and colleagues as well as reinventing their practices to better serve students and schools.
1570128231DI_A_Way_of_Rethinking_Education
This document discusses differentiated instruction, a teaching strategy that aims to meet the individual needs of students. It conducted research in Lebanon to determine if differentiated instruction improved student achievement and satisfaction. The research found that differentiated instruction based on learning styles, interests, and choice was most effective in boosting achievement and engagement. For education to be truly effective, it recommends that teachers understand each student's unique abilities and tailor instruction accordingly rather than using a one-size-fits-all approach.
Schools & Socialization (By Linda Price & Nathaniel Rowland)
Agents of Socialization: SCHOOLS
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2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
Socialization is the process of learning the norms, values, behaviors, and social skills needed to function in a social group or society. Education institutions are social structures that transmit knowledge and skills through teaching and learning. There are several key agents of socialization, including family, school, peers, media, and religion. Understanding socialization is significant for education as it helps educators strengthen their skills in working with students and gives insight into students' perceptions and social mobility.
The emerging of cooperative learning
Cooperative learning is needed to address shifts in society, schools, and the economy. It develops students' social skills and higher-level thinking. When used, it (1) improves academic achievement for all students, (2) increases positive ethnic relations, and (3) enhances social and emotional development. It works by encouraging tutoring, practice, peer motivation and rewards, lowered anxiety, and active student roles and behaviors. Teachers take on consulting roles. If schools don't change to cooperative learning, they risk breakdowns in race relations and inability to educate students.
Inclusion
The document discusses key concepts related to inclusion and diversity in early childhood education. It defines inclusion and discusses its goals of meeting all children's needs, challenging them to reach their potential, and creating a positive learning environment. It also covers developmental and culturally appropriate practices, the importance of family-centered services, transition planning, and multidisciplinary support for children with special needs or from diverse backgrounds. Best practices for inclusion focus on functional goals, regular assessment, and supporting all children in inclusive classrooms.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Tiina Malste
This document discusses key components of a quality school from the Finnish perspective. It identifies four main components: 1) Professional teachers who have autonomy in the classroom and strong relationships with students; 2) A dynamic curriculum and learning environments that are student-centered and focus on active, purposeful learning; 3) Strong leadership skills at the school level, including strategic planning and communication; and 4) School outreach that involves collaboration with families, the community, and employers to support student learning and development. Each component is then discussed in more detail with examples and research findings about how these elements contribute to student outcomes.
Historical background of elementary teacher education
The document discusses teacher education. It notes that teacher education aims to provide student teachers with knowledge, attitudes, and skills to function effectively as teachers. It involves philosophical, sociological, and psychological foundations to help student teachers understand students and learning. Teacher education prepares effective teacher educators and equips student teachers with teaching skills, pedagogical theory, and professional skills through relevant content and strategies.
Statement of Informed Beliefs
The document is a statement of informed beliefs written by Mark Boatman for a class on families, communities, and culture. It outlines Boatman's teaching philosophy in 5 sections: all students can learn, teacher expectations, student social ecology theory, cultural diversity instruction, and curriculum for all learners. Boatman believes that effective teachers can teach to all ability levels, hold high expectations for students, understand influences on student development, promote cultural pluralism, and use various teaching methods to engage students. The goal is to encourage active learning and critical thinking to benefit all students.
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Understanding Socio-Economic Disadvantage and its impact on student learning,...
Understanding Socio-Economic Disadvantage and its impact on student learning,...
Journal of Education and Social Policy_Shifting the Learning Paradigm of Pres...
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Schools & Socialization (By Linda Price & Nathaniel Rowland)
Schools & Socialization (By Linda Price & Nathaniel Rowland)
2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Tiina Malste
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Historical background of elementary teacher education
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This document contains an early childhood readiness checklist that assesses children from birth to age 4 in key developmental areas. It evaluates social-emotional development, physical development, cognitive development, and scientific thinking. The checklist uses a rating scale of M for mastered, D for developing, and B for beginning to evaluate over 50 skills across these developmental domains, including following directions, letter recognition, counting, shape identification, and using senses to explore.
Readiness Checklist 0 4
This document contains an early childhood readiness checklist that assesses children from birth to age 4 in key developmental areas. It evaluates social-emotional development, physical development, cognitive development, and scientific thinking. The checklist uses a rating scale of M for mastered, D for developing, and B for beginning to rate the child's skills in areas like social play, motor skills, language, literacy, math concepts and using their senses. The goal is to track each child's progress in important developmental milestones from ages 0 to 4.
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This document provides tips to support language, literacy, thinking, self-control and self-confidence skills for children ages 12 to 24 months. It recommends talking and sharing books together to build vocabulary, following children's lead during play to learn new concepts, and setting consistent limits while also validating feelings to help children gain self-control. The document stresses letting children problem solve with support and providing challenges that build on existing skills to promote self-confidence and learning.
School readiness 24-36
Talking, singing, reading books together, and engaging in imaginative play helps toddlers ages 24 to 36 months develop important language, literacy, thinking and social skills. Encouraging choices, turn-taking games, giving responsibilities and asking for help builds self-control and self-confidence. Making math part of daily routines like counting stairs and noticing patterns also supports school readiness.
School readiness 0-12
Talk together with babies to encourage language development and share books to promote early literacy. Encourage babies to explore objects to help them learn how things work and use everyday activities as opportunities to teach new words. Help babies learn to soothe themselves by staying calm and showing them acceptable behaviors. Establish routines and allow babies to practice skills over and over to help them develop a sense of self-control and self-confidence.
Intro school readiness
Babies are born ready to learn through their everyday experiences and interactions. Between birth and age 3, a child's brain develops greatly influenced by their relationships and environment. Parents can encourage learning by getting to know each child's skills and interests, and engaging in developmentally appropriate activities. The document outlines four key skill areas that help children get ready for school: language and literacy skills, thinking skills, self-control, and self-confidence. Developing these skills through talking, reading, exploring, and problem solving lays the foundation for school success.
Teacher Checklist
The document provides readiness checklists for children ages 4 and under (EC1) and ages 4 to 6 (EC2). The checklists assess skills in social/emotional development and play, physical development, and cognitive development. For social/emotional development, it evaluates skills like socializing with others, independence, self-control, and following rules. The physical development section addresses fine motor skills like cutting with scissors and gross motor skills like jumping and balancing. Cognitive development areas covered include language, literacy, math concepts, and scientific thinking. The checklists use ratings of mastered, developing, and beginning to indicate the child's progress in each skill area.
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