DIVERSITY : IN COMMUNITIES OF PRACTICE. COLLEGE OR UNIVERSITY HIGH SCHOOL NEIGHBORHOOD FAMILY NESTED...

DIVERSITY:

IN COMMUNITIES OF PRACTICE

COLLEGE OR UNIVERSITY

HIGH SCHOOL

NEIGHBORHOOD

FAMILY

NESTED COMMUNITIES OF PRACTICE

PEER GROUP AT WORK

FRIENDS

WORK GROUP YOU LEAD

OVERLAPPING COMMUNITIES OF PRACTICE

YOU ARE

HERE

PEER GROUP AT WORKCOMMUNITY GROUP

TANGENTIAL COMMUNITIES OF PRACTICE

CAUGHT BETWEEN TWO DIFFERENT, IF NOT CONTADICTORY SETS OF VALUE MESSAGES OR ROLES, THE INDIVIDUAL HAS THREE CLEAR CHOICES:

• ACCEPT ONE COMMUNITY AND WITHDRAW FROM THE OTHER

• REJECT BOTH COMMUNITIES, AND FIND ANOTHER PLACE TO LEARN, TO HAVE A ROLE

• TRY TO MAINTAIN A ROLE IN BOTH COMMUNITIES OF PRACTICE, DISPITE THE FRICTION AND THE CONFUSION, THIS CAN MEAN THE PERSON AT THE INTERSECTION POINT

STAGES OF GROUP DEVELOPMENTChapter 3 (Schmucks, 2001)

•FACILITATING PSYCHOLOGICAL MEMBERSHIP

•ESTABLISHING SHARED INFLUENCE

•PURSUING ACADEMIC GOALS

•RECOGNIZING CONDITIONS OF SELF-RENEWAL

SAPON-SHAVIN’S BOOK: CHAPTER 1:SCHOOLS AS COMMUNITIES:

THE VISION

• SECURITY

• OPEN COMMUNICATION

• MUTUAL LIKING

• SHARED GOALS OR OBJECTIVES

• CONNECTEDNESS AND TRUST

SCHOOLS AS COMMUNITIES: BARRIERS-EXCLUSION

• WE NEVER GOT A CHANCE TO KNOW AND FEEL SAFE WITH A WIDE RANGE OF PEOPLE

• WE WERE TAUGHT TO FEAR DIFFERENCE

• OUR UNDERSTANDING OF DEMOCRACY AND CITIZENSHIP BECAME DISTORTED

• WE FEARED FOR OUR OWN SAFETY IN THE COMMUNITY

SCHOOLS AS COMMUNITIES:BARRIERS-COMPETITION

• WE VIEW OURSELVES AS NEVER GOOD ENOUGH OR SMART ENOUGH OR WORTHY ENOUGH

• OUR SENSE OF SAFETY IS DIMINISHED• WE ARE DISCOURAGED FROM TAKING RISKS IN OUR

LEARNING AND GROWTH• WE LEARN TO SEE OTHERS AS OBSTACLES TO OUR

SUCCESS• WE ARE ENCOURAGED TO “WIN” AT ANY COST• IT BECOMES HARDER FOR US TO SEE OTHER PEOPLE

FULLY AND TO BE SUPPORTIVE OF THEIR EFFORTS

Schmucks: Chapter 6Expectations

OBJECTIVES

• CIRCULAR INTERPERSONAL PROCESS.

• EXPECTATIONS ARE NORMAL AND ARE CREATED OUT OF PAST ASSOCIATIONS, FROM INFORMATION, AND FROM SOCIAL STEREOTYPES.

• ATTRIBUTIONS ASSIGN A CAUSE TO BEHAVIOR, EITHER THAT OF ANOTHER OR OF OUR OWN.

• EXPECTATIONS AND ATTRIBUTIONS ARE COMMUNICTED TO OTHERS INFLUENCING THE OTHERS’ BEHAVIORS

• SELF-FULFILLING PROPHECY: TEACHERS UNCONSCIOUSLY CREATE AND PERPEUATE SOME STUDENT BEHAVIORS..

• THERE ARE CONCRETE ACTIONS ONE CAN TAKE WHICH USE EXPECTATIONS IN CLASSSROOMS TO ENHANCE STUDENT LEARNING.

1. Psychological Processes of A:

Attitudes toward SelfAttitudes toward others

Expectations of Behaviors

2. Behaviors of A:

Initiated Behaviors

4. Behavior of others

Initiated Responses to A

3. Psychological Processes of others

Expectations and Evaluation of A’s Behavior

Evaluation of Self

Intentions

Towardothers

IntentionsTowards

A

Perceptions of Behavior

Behavioral OutputPerceptions of Behavior

Behavioral Output

MARA: CHAPTER 2:SHARING OURSELVS WITH OTHERS: THE VISION

• THE IDEAL IS A PLACE N WHICH STUDENTS FEEL COMFORTABLE SHOWING THEMSELVES:– THE THINGS YOU ARE GOOD AT - TALENTS, STRENGTHS

– THE THINGS YOU ARE NOT SO GOOD AT

– THE THINGS YOU ARE AFRAID OF

– YOUR GOALS FOR YOUR FUTURE

– THE THINGS THAT MAKE YOU HAPPY

– THE THINGS THAT MAKE YOU UNHAPPY

MARA: CHAPTER 2:SHARING OURSELVS WITH OTHERS:

CHALLENGES TO THE VISION

• IT IS DIFFICULT TO SHARE FULLY IF ONE FEELS THAT THEIR OPENNESS OR REVELATIONS WILL BE MET WITH SCORN OR DERISION.

• SAFETY CANNOT BE MANDATED; IT MUST BE CREATED

• EACH OF US IS A COMPLEX INDIVIDUAL…

MARA: CHAPTER 2:SHARING OURSELVS WITH OTHERS:

IS THIS WORKING?

• DO STUDENTS WILLINGLY SHARE THEIR STRENGTHS AND GIFTS?

• DO STUDENTS VOLUNTER INFORMATION ABOUT THEMSELVES, THEIR EXPERIENCES, AND THEIR CONCERNS?

• HOW DO OTHER STUDENTS RESPOND WHEN PEOPLE SHARE?

• DO STUDENTS “KNOW” THINGS ABOUT EACH OTHER?

• DO STUDENTS SHARE WHAT IS HARD FOR THEM?

Schmuck’s Chapter 8: Leadership

• Leadership conceptualized:– As a property of an individual

– As a property of a group

• Leadership is an interpersonal influence process: it is not merely attributes of a single person. It is a verb rather than a noun

• Functional Leadership: Leadership is behavior which influences others in the classroom group to follow. Sometimes such behaviors are employed by the teacher; at other times they are executed by students. Sometimes they may facilitate reaching educational goals; on other occasions they may impede the achievement of those goals.


• Psychological bases of Influence POWER [French & Raven]– Expert Power

– Referent Power

– Legitimate Power

– Reward Power

– Coercive Power

– Informational Power

– Connection Power


• SOCIAL BASES OF INFLUENCE:– GENDER

– RACE

– ETHNICITY

• DEMOCRATIC, AUTHORITARIAN AND LAISSEZ-FAIRE LEADERSHIP


• INDIVIDUAL ATTEMPTS AT LEADERSHIP:– 1. A MOTIVE FORCE

– 2. AN EXPECTANCY FACTOR• PREVIOUSLY SUCCESSFUL IN PEER GROUP

• EXPERTISE IN THE CONTENT AREA

• SELF-CONFIDENT

– 3. AN INCENTIVE VALUE OF ACTING

• PEER POWER STRUCTURES

• STUDENT EMERGENT LEADERSHIP

• GOAL-DIRECTED LEADERSHIP: TASK AND SOCIAL-EMOTIONAL FUNCTIONS


• FLEXIBLE LEADERSHIP

• LEADERSHIP FOR EFFECTIVE TEACHING: – GOOD TEACHERS ARE TRANSFORMATIONAL LEADERS.

• PRACTICAL IDEAS FOR CLASSROM LEADERSHIP:– INDIVIDUAL CONTROL AND RESPONSIBILITY

– GROUP CONTROL AND RESPONSIBILITY

• STUDENT RESPONSIBILITIES FOR OTHER STUDENTS: PEER TUTORING.

MARA: CHAPTER 3:KNOWING OTHERS WELL:

THE VISION

• ALL CHILDREN KNOW EACH OTHER WELL AND CONNECT FREELY AND EASILY

• IT IS POSSIBLE TO ASSIGN ANY TWO STUDENTS TO WORK TOGETHER AND KNOW THAT THEY HAVE ALREDY BEEN CONNECTED IN MANY WAYS

• PEOPLE WILL REACH OUT TO EACH OTHER WITH FRIENDSHIP AND SUPPORT

• CHILDREN KNOW THAT ALL HUMAN BINGS ARE MULTIDIMENSTIONAL AND THEY ARE ABLE TO SEE MANY PARTS OF OTHER PEOPLE

• THE GOAL OF MULTICULTURAL EDUCATIONIS GOING BEYOND KNOWING ABOUT DIFFERENCES TO RESPECTING AND APPRECIATING DIVERSITY AND WORKING TOGETHER FOR SOCIAL JUSTICE



• IMPEDIMENTS TO BEING CLOSELY CONNECED WHICH COME FROM PERSONAL OR INDIVIDUAL EXPERIENCES:

– ISOLATION

– COMPETITION

– SHAME

• BARRIERS COMING FROM STRUCTURAL OR SOCIETAL EXERIENCES:– EARLY MESSGES ABOUT DIFFERENCES

– TRACKING/SEGREGATION


IS THIS WORKING?

• DO STUDENTS CONNECT ACROSS DIFFERENCES?

• DO CHILDREN NOTICE AND ATTEND TO STEREOTYPICAL STATEMENTS ABOUT WHO CAN BE FRIENDS WITH WHOM

• DO STUDENTS KNOW THINGS ABOUT EACH OTHER

• DO STUDENTS KNOW HOW TO ASK “RESPECTFUL” QUESTIONS OF ONE ANOTHER, PARTICULARLY ABOUT DIFFERENCES.

Schmucks: Chapter 5:Friendship

• The concepts of Friendship and Cohesiveness

Friendship = attraction and hostility among peers that influence the self-concepts and academic performances of the individual students

Cohesiveness is a characteristic of a group and differs from psychological feelings of inclusion or attitudes about involvement.

• Personal and Social Variables related to Liking

• Some Bases of Attraction and Friendship

• The Relationship Between Friendship and Cohesiveness

• Types of Classroom Cohesiveness

• The Circular Interpersonal Process: The Case of the Rejected Student


• Personal and Social Variables related to Liking:

Personal Variables Related to Liking:– Physical Attributes

– Social Behavior

– Intelligence

– Mental Health

– Sex and Race

• Social Variables Related to Liking:

– Classroom Social Structure• Centally Structured Groups

• Diffusely structured Groups

– Teacher Behavior


• Some Bases of Attraction and Friendship– Cognitive Validation Theory

– Balance Theory

– Self-Esteem Theory

– Need Complementarity Theory

• The Relationship Between Friendship and Cohesiveness– Effects on Academic Performance

– Effects on

– Group Production


• Types of Classroom Cohesiveness– 1) attraction to the group because of friendship with the other members.

– 2) attraction to the group because of mutually held high interest in the task.

– 3) attraction to the group because of its prestige for the members

• The Circular Interpersonal Process: The Case of the Rejected Student.– Negative Cycle and peer Rejection

– Challenges of Full Inclusion and Diversity.

MARA: CHAPTER 4PLACES WHERE WE ALL BELONG

THE VISIONDEFINITIONS OF INCLUSION:SPECIAL EDUCATIONS’:

•FROM THE SPED PERSPECTIVE, AN INCLUSIVE CLASSROOM CAN BE DESCRIBED AS ONE IN WHICH ALL CHILDREN, REGARDLESS OF PERFORMANCE LEVEL, ARE EDUCATED WITH THEIR CHRONOLOGICAL PEERS IN A “TYPICAL” CLASSROOM. THAT IS, CHILDREN ARE EDUCATED IN “THIRD GRADE” (8-YR-OLDS) EVEN THOUGH THEY DO NOT READ “AT THE 3RD-GRADE LEVEL, “ AND INDIVIDUALIZED OR SPECIALIZED SERVICES THAT MAY BE NEEDED ARE PROVIDED WITHIN THE CONTEXT OF THE GENERAL EDUCATION CLASSROOM.

•MARA’S MORE EXPANSIVE DEFINITION:•“REFERS TO WELCOMING AND ACCOMMODATING MANY KINDS OF STUDENT DIFFERENCES, NOT JUST THOSE TYPICALLY LABELED AS “DISABILITIES.” ADDRESSING STUDENT DIFFERENCES RELATED TO RACE, CLASS, GENDER, ETHNICITY, LANGUAGE, FAMILY BACKGROUND, AND RELIGION.

A BROADER DEFINITION OF INCLUSION REFERES TO A CLASSROOM IN WHICH ALL CHILDREN ARE PART OF A

SHARED COMMUNITY AND THE FOLLOWING CHARACTERISTICS ARE PRESENT:

•OPEN DISCUSSION OF THE WAYS IN WHICH PEOPLE ARE DIFFERENT AND THE KINDS OF SUPPORT AND HELP THEY NEED AND WANT

•A COMMITMENT TO MEETING CHILDREN’S INDIVIDUAL NEEDS WITHIN A CONTEXT OF SHARED COMMUNITY AND CONNECTION

•EXPLICIT ATTENTION TO THE WAYS IN WHICH STUDENTS’ DIFFERENCES CAN BECOME THE BASIS FOR DISCRIMINATION AND OPPRESSION AND TO TEACHING STUDENTS TO BE ALLIES TO ONE ANOTHER

MARA: CHAPTER 4CHALLENGES TO THE VISION

MYTHS ABOUT ABILITY GROUPING

•THERE IS SUCH A THING AS ABILITY

•STUDENTS LEARN BETTER IN HOMOGENEOUS GROUPS

•TEACHING IS EASIER IN HOMOGENEOUS GROUPS

MYTHS ABOUT INCLUSION

•INCLUSION MEANS DUMPING ALL STUDENTS BACK INTO REGULAR CLASSROOMS

•IT TAKES A SPECIAL PERSON TO WORK WITH SPECIAL CHILDREN - THOSE WHO HAVE DISABILITIES AND THOSE WHO ARE GIFTED

•INCLUSION IS BEYOND THE REACH OF THE ALREADY OVERBURDENED GENERAL EDUCATION TEACHER

•THE CURRICULUM OF THE GENERAL EDUCATION CLASSROOM WILL GET WATERED DOWN AND DISTORTED

•INCLUSION IS A FAVOR WE ARE DOING FOR CHILDREN WITH DISABILITIES AT THE EXPENSE OF OTHER CHILDREN’S EDUCATION

MYTHS ABOUT TEACHING ABOUT DIFFERENCES•IF WE DO NOT MENTION DIFFERENCES, STUDENTS WILL NOT NOTICE THEM

•MENTIONING DIFFERENCES CALLS NEGATIVE ATTENTION TO THEM AND MAKES THINGS WORSE

•PEOPLE ARE NATURALLY MORE COMFORTABLE WITH PEOPLE “JUST LIKE THEM.”

•CHILDREN ARE CRUEL AND CANNOT ACCEPT DIFFERENCES

MARA: CHAPTER 4: IS THIS WORKING: •DO STUDENTS INTERACT WITH A WIDE RANGE OF OTHER STUDENTS?

•DO STUDENTS HAVE REPERTOIRES FOR INCLUDING ALL CLASSMATES IN ACADEMIC AND PLAY ACTIVITIES, INCLUDING THOSE WITH CHALLENGING BEHAVIORS AND DIVERSE LEARNING ABILITIES?

•DO STUDENTS KNOW ABOUT ONE ANOTHER’S UNIQUENESSES AND CALL ATTENTION TO THESE IN POSITIVE AND THOUGHTFUL WAYS?

•DO STUDENTS ENGAGE IN “INCLUSIVE THINKING” (EG., “HOW WILL WE GET CATHERINE’S WHEELCHAIR ON THE BUS TO GO ON THE FIELD TRIP?”

•DO STUDENTS ACTIVELY TAKE ON AN ADVOCACY ROLE WHEN CONFRONTED BY EXAMPLES OF EXCLUSION IN THEIR LIVES

Schmucks: Chapter 4:Communications:

• Types of Communication: ONE, TWO AND MULTI WAY.• Communication as a Reciprocal Process• Communication as Symbolic Interaction• Language Communication and Sex Roles

• Does the language LABEL by SEX?• Are male or female MARKERS used?• Is one sex OMITTED?• Are males and females treated in nonparallel

ways?


• Communication and Status in the Classroom

• Levels of Communication– Spoken-Unspoken messages– Surface-Hidden Intentions– Work-emotional Activities– Contrasting emotional styles– Task-Maintenance Functions

• Communication Patterns• Miscommunication


• Communication Skills– Paraphrasing ideas– Describing Others’ behavior– Checking Impressions– Making Clear Statements– Describing Own Behavior– Describing Feelings– Giving and Receiving Feedback


Developing Effective Group Discussionso Orienting statementso Agenda settingo Summarizing statementso Recordingo Procedural statementso Taking a surveyo Gate keepingo Encouragingo Process checkso Debriefing


• Effective Transactional Communicators– Receptiveness to Student Ideas– An Egalitarian Perspective– Openness, Candor, and Honesty– Warmth and Friendliness– Respect for Students’ Feelings– Sensitivity to Outcasts– A sense of Humor– A caring Attitude

• Reducing the Communication Gap

SAPON-SHAVIN’S BOOK: CHAPTER 5

SETTING GOALS AND GIVING AND GETTING SUPPORT

THE VISION

•ALL PEOPLE NEED AND DESERVE HELP- EVEN PEOPLE WHO ARE CONSIDERED “INTELLIGENT,” “COMPETENT,” AND “MATURE.”

•PEOPLE SHOULD BE ALLOWED TO SPECIFY THE KINDS OF HELP THEY NEED AND WANT AND WHEN THEY WANT IT.

•BOTH GIVING AND GETTING HELP ARE POSITIVE ACTIONS AND CAN HELP BRING PEOPLE CLOSER TOGETHER.

•THERE IS NO STIGMA OR SHAME ASSOCIATED WITH NEEDING OTHER PEOPLE’S HELP, SUPPORT, ENCOURAGEMENT, OR APPRECIATION.


BARRIERS TO SHARED GOAL SETTING

GOAL SETTING TENDS TO BE A PRIVATE ACT, AND MANY PEOPLE ARE HESITANT TO SHARE THEIR GOALS WITH OTHER PEOPLE FOR SEVERAL REASONS:

•THEY DON’T WANT OTHER PEOPLE’S ADVICE OR INTRUSION INTO WHAT THEY PERCEIVE AS PERSONAL

•THEY DON’T WANT REPROACH OR HUMILIATION IF THEY PERCEIVE THAT THEY ARE “FAILING” AT THEIR GOALS

•THEY BECOME COMPETITIVE OR EMBARRASED ABOUT THE NATURE OR CALIBER OF THEIR GOAL (“I’M ONLY TRYING TO LEARN TO PRINT”)

BARRIERS TO GETTING AND GIVING HELP

•CULTURAL NORMS OF COMPETITION

•IF BEING OF VALUE IS CLOSELY LINKEDTO “BEING THE BEST” OR THE “FASTEST,” THEN HELPING MAY BE DYSFUNCTIONAL TO YOUR OWN PERSONAL GOAL

•SELF ESTEEM AND SELF-WORTH

•IF YOUR SELF ESTEEM AND WORTH HINGES ONA NOTION OF INDIVIDUAL COMPETENCE, THEN BY ASKING FOR HELP, YOU MAY BE MAKING PUBLIC THAT YOU ARE WEAK, LIMITED, OR NEEDY IN SOME WAY

MARA: CHAPTER 5: IS THIS WORKING?

•DO STUDENTS SET REALISTIC AND REASONABLE GOALS FOR THEMSELVES?

•DO STUDENTS THINK CRITICALLY ABOUT WHAT GOALS WOULD MAKE SENSE FOR THEMSELVES?

•DO STUDENTS RECOGNIZE THAT DIFFERENT PEOPLE IN THE CLASS WILL (AND SHOULD) HAVE DIFFERENT GOALS?

•ARE STUDENTS ABLE TO ARTICULATE THEIR OWN GOALS CLEARLY?

•ARE STUDENTS ABLE TO EXPLAIN OTHER STUDENTS’ GOALS CLEARLY?

•ARE STUDENTS SUPPORTIVE OR ONE ANOTHER’S GOALS? DO THEY OFFER CONCRETE AND RESPONSIVE HELP TO THEIR CLASSMATES?

•DO STUDENTS FREELY ASK FOR HELP WHEN THEY ARE STRUGGLING?

•DO STUDENTS ASK FOR HELP APPROPRIATELY, RATHER THAN WHINING OR COMPLAINING?

•ARE STUDENTS ALERT TO OTHERS WHO REQUIRE ASSISTANCE?

•DO STUDENTS OFFER ASISTANCE RESPECTFULLY TO CLASSMATES?

•DO STUDENTS ACCEPT HELP FROM OTHERS GRACIOUSLY?

•DO STUDENTS REJECT UNWANTED OFFERS OF HELP POLITELY?

•DO STUDENTS HAVE WELL-DEVELOPED REPERTOIRES FOR PROVIDING SUPPORT AND ASSISTANCE TO CLASSMATES WHO ARE QUITE DIFFERENT FROM THEMSELVES (I.E., THOSE WITH PHYSICAL AND EDUCATIONAL CHALLENGES, THOSE WHO SPEAK ANOTHER LANGUAGE, ETC.)?

Schmucks: Chapter 9:Conflict

Definition of Conflict:

A conflict exists when incompatible activities occur - when one activity blocks, interferes with, injures, or in some way makes a second activity less likely or effective.

• Why conflict is important to study• Types of Conflict• The social psychology of conflict

Conflict Resolution


TYPES OF CONFLICT

• PROCEDURAL CONFLICT• GOAL CONFLICT

• CONCEPTUAL CONFLICT• INTERPERSONAL CONFLICT

• INTER-GROUP CONFLICT


The Social Psychology of Conflict:• Self Interest• Interpersonal Relationships• Conflict Resolution:

– Peacemaking in the Schools– Setting a Classroom Environment for Conflict Resolution

• Dealing with a violent students

MARA: CHAPTER 6

WORKING TOGETHER TO LEARN

THE VISION

A COOPERATAIVE CLASSROOM IS ONE IN WHICH ALL MEMBERS WORK TOGETHER TO ACHIEVE MUTUAL GOALS.

MARA: CHAPTER 6


•THERE’S NOT ENOUGH TO GO AROUND

•OTHER PEOPLE STAND IN THE WAY OF OUR SUCCESS

•THE SYSTEM IS FAIR: YOU GET WHAT YOU DESERVE AND DESERVE WHAT YOU GET

•IT’S NOT SAFE TO GET TOO CLOSE/CONNECTED WITH OTHER PEOPLE

•COOPERATION “COUNTS LESS” THAN INDIVIDUAL ACHIEVEMENT

•COMPETITION IS MOTIVATING

•COMPETITION HELPS PREPARE STUDENTS FOR THE “REAL WORLD”

•BARRIERS TO CONFLICT RESULUTION

IS THIS WORKING: CHAPTER 6

•DO STUDENTS USE THE LANGUAGE OF COOPERATION

•DO STUDENTS CONCEPTUALIZE TASKS AS COOPERATIVE, LOOKING FOR OTHERS TO WORK WITH, OR AS COMPETITIVE, OR AS INDIDUALISTIC

•DO STUDENTNS CONSTANTLY COMPARE THEIR WORK TO OTHERS, OR ARE THEY ABLE TO SUPPORT THE EFFORTS OF THEIR CLASSMATES

•DO STUDENTS DISPLAY THE SKILLS NECESSARE FOR WORKING IN COOPERATIVE GROUPS: LISTENING, PROBLEM SOLVING, TAKING TURNS, ENCOURAGING OTHERS, ASKING FOR CLARIFICATION, DISAGREEING NICELY

•DO STUDENTS TURN TO ONE ANOTHER AS SOURCES OF HELP WHEN THEY HAVE ACADEMIC OR PERSONAL PROBLEMS

•DO STUDENTS CONSISTENTLY EMPOWER OTHER STUDENTS AND GIVE THEM OPPORTUNITIES TO DO THINGS

•DO STUDENTS HAVE REPERTOIRES OF COOPERATIVE GAMES THAT THEY KNOW HOW TO PLAY AND WILL INITIATE WITH OTHERS?

•ARE STUDENTS CRITICAL AND THOUGHTFUL ABOUT COMMUNITY AND WORLD EVENTS THAT ARE STRUCTURED OR CONEPTUALIZED COMPETITIVELY, POINT IOUYT THAT THERE MIGHT BE ALTERNATIVE, MORE COOPERATIVE WAYS TO ACCOMPLISH THE SAME GOAL?

Schmucks: Chapter 7:Norms

• FOUR TYPES OF NORMS:– PERCEPTUAL NORMS: DERIVES MEANING FROM SENSORY

EXPERIENCES

– COGNITIVE NORMS: SHARING THOUGHT PROCESSES SUCH AS REASONING, REMEMBERING, ANALYZING, AND ANTICIPATING AND MAY NOT CORRESPOND TO A PHYSICAL REALITY

– EVALUATIVE NORMS: SHARED ATTITUDES THAT ARE ACCOMPANIED BY HIGH AMOUNTS OF GROUP FEELING

– BEHAVIORAL NORMS: BEHAVIORS THAT ARE INFLUENCED BY PERCEPTIONS, COGNITIONS AND EVALUATIONS AS WELL AS BY CIRCUMSTANCES IN THE SITUATION (CONTEXT).

CHAPTER 7: NORMS (THE SCHMUCKS)

FORMAL INFORMAL

STATIC NORMS FOLLOWED WITH LITTLE PROMPTING 1. NO CHEATING 2 ASKING PERMISSION TO LEAVE THE ROOM 3. ADDRESSING TEACHER WHEN SEEKING PERMISSION TO CHANGE SOMEETHING IN THE ROOM

PROCEDURES AND ROUTINES: 1. HOW STUDENTS ENTER THE

ROOM 2. WHO TALKS TO WHOM FOR HOW LONG 3. SAYING, "GOOD MORNING," THANK YOU," ETC., TO THE TEACHER

DYNAMIC NORMS IN NEED OF AT LEAST OCCASIONAL ENFORCEMENT: 1. NO TALKING DURING

STORY TIME OR INDIVIDUAL STUDYTIME.

2. TURNING WORK IN ON TIME.

3. USING CORRECT GRAMMAR IN TALKING AND WRITING

ITERPERSONAL ACTIONS WHICH INVOLVE ACTIVE MONITORING 1. ADDRESSING TEACHER IN

A NASTY FASHION. 2. WEARING HAIR IN AN EXTREMELY DIFFERENT STATE THAN OTHER STUDENTS 3. ACTING ABUSIVELY TOWARD OTHERS

SAPON-SHAVIN’S BOOK: CHAPTER 7

SPEAKING THE TRUTH

AND

ACTING POWERFULLY

THE VISION:

IN COMMUNITY, PEOPLE DISCOVER THEIR COLLECTIVE POWER.

•NOTICING (THAT’S SOMETHING WRONG)

•COURAGE (TO MAKE A DIFFERENCE)

•STRATEGIES (TO BRING ABOUT CHANGE)

THE VISION (GOAL) FOR STUDENTS:•STUDENTS SHOULD BE INFORMED AND AWARE OF ISSUES AND PROBLEMS IN THE WORLD. THEY SHOULD APPROACH THE WORLD WITH EYES WIDE OPEN, NOTICING THINGS THAT ARE WRONG OR UNFAIR, ALERT TO INJUSTICES AND INEQUITES. [NOTICING]

•STUDENTS SHOULD FEEL A COMMITMENT TO MAKING A DIFFRENCE. THEY SHOULD HAVE A SENSE THAT WHAT THEY DO MATTERS, THAT THEY CAN MAKE A DIFFERENCE, AND THAT THEY MUST BE WILLING TO EXPEND THE ENERGY AND TIME TO DO SO. [COURAGE]

•STUDENTS SHOULD HAVE THE SKILLS AND STRATEGIES THEY NEED IN ORDER TO TAKE ON PROBLEMS AND ISSUES. THEY MUST HAVE COMMUNICATION SKILLS (TALKING TO OTHERS, ASKING QUESTIONS, AND LISTENING), INFORMATION GATHERING SKILLS (READING, DATA GATHERING, AND WAYS TO SORT THROUGH CONFUSING AND CONFLICTING INFORMATION), CONFLICT RESOLUTION SKILLS (WHAT TO DO WHEN PEOPLE DON’T AGREE OR ARE GETTING ANGRY), AND SKILLS IN BRINGING ABOUT CHANGE (LETTER WRITING, LOBBYING, AND ADVOCACY). [STRATEGIES]

THE VISION (GOALS) FOR TEACHERS:•TEACHERS MUST FIND WAYS OF TEACHING STUDENTS ABOUT COMMUNITY AND GLOBAL PROBLEMS THAT ARE AGE APPROPRIATE AND DEVELOMENTALLY APPROPRIATE, NEITHER TALKING DOWN TO STUDENTS NOR OVERWHELMING THEM WITH INFORMATION AND FEELINGS THAT OVERPOWER THEM. [NOTICING]

•TEACHERS MUST IDENTIFY STRATEGIES FOR HELPING STUDENTS TO LOOK AT “BIG ISSUES” WITHOUT FEELING POWERLESS OR SUNK…. COUNTERACT DESPAIR AND HOPELESSNESS IN THEIR STUDENTS (AND THEMSELVES). [COURAGE]

•TEACHERS MUST HELP STUDENTS ACQUIRE THE SKILLS AND ATTITUDES THEY NEED TO ACT POWERFULLY AND MAKE A DIFFERENCE. [STRATEGIES]

CHALLENGES TO THE VISION•“I’M NOT REALLY COMFORTABLE WITH THIS ISSUE MYSELF. SOMETIMES, I FEL PRETTY CONFUSED SO HOW COULD I TAKE IT ON WITH THE STUDENTS.”

•“I DON’T KNOW ENOUGH ABOUT THIS TOPIC MYSELF TO TEACH IT RIGHT; I MIGHT GET IT ALL WRONG.”

•“TALKING ABOUT AN ISSUE LIKE THIS COULD REALLY MAKE THINGS WORSE; WHYROCK THE BOAT?”

•“I DON’T DARE BRING UP A TOPIC LIKE THIS. I COULD GET IN TROUBLE WITH PARENTS (THE ADMINISTRATION, OTHER TEACHERS).”

•“I HAVE SO MUCH OF THE MANDATED CURRICULUM TO COVER, I SIMPLY DON’T HAVE TIME FOR THIS.”

SOME OF THE ISSUES

OPPRESSIONS:•SEXISM

•RACISM

•HETEROSEXISM/HOMOPHOBIA

•CLASSISM

•ANTI-SEMITISM AND OTHER RELIGIOUS OPPRESSION

•ETHNIC CLEANSING

•HANDICAPISM/ABLEISM

INEQUITIES•POVERTY/HOMELESSNESS/HUNGER

•ABUSE

TEACHERS CAN HELP STUDENTS OPERATIONALIZE THE IDEA OF TAKING SMALL (AND THEN BIGGER) STEPS TOWARD MAKING A DIFFERENCE BY TEACHING STUDENTS ABOUT THE FOLLOWING:

•RESISTANCE/TAKING ACTION.

•ALLIES.

IS THIS WORKING: CHAPTER 7

NOTICING:•DO STUDENTS NOTICE PRACTICES OR POLICIES THAT ARE “UNFAIR” AND BRING THEM TO THE ATTENTION OF THE TEACHER AND THEIR CLASSMATES?

•DO STUDENTS IDENTIFY STEREOTYPES AND STEREOTYPICAL LANGUAGE IN BOOKS THEY ARE READING

•DO STUDENTS IDENTIFY STEREOTYPES AND INAPPROPRIATE LANGUAGE IN THE MEDIA?

•ARE STUDENTS ABLE TO IDENTIFY JOKES THAT ARE RACIST, SEXIST, OR HOMOPHOPIC?

•ARE STUDENTS CRITICAL ENOUGH OF THEIR OWN CURRICULUM TO NOTICE THAT WHAT THEIR TEXTBOOKS OR VIDEOS SAY MAYNOT BE THE WHOLE STORY, OR THE SAME STORY THAT OTHERS MIGHT TELL?

COURAGE:•AFTER STUDENTS HAVE NOTICED THAT SOMETHING IS NOT FAIR OR IS OPPRESSIVE IN A PARTICULAR WAY, ARE THEY WILLING TO RAISE THE ISSUE WITH THE TEACHER, OTHER STUDENTS, ADMNISTRATORS, THEIR PARENTS, OTHER COMMUNITY MEMBERS?

•ARE STUDENTS ABLE TO SEEK ALLIES AND SUPPORTERS SO THAT THEY ARE ABLE TO TAKE ON DIFFICULT ISSUES?

•DO STUDENTS GENERALLYAPEAR HOPELESS WHEN THEY NOTICE AN INJUSTICE?

•DO STUDENTS SEE THEIR INTERESTS IN VERY INDIVIDUAL WAYS OR ARE THEY ABLE TO THINK ABOUT OTHERS’ PERSPECTIVES AND SITUATIONS?

•DO STUDENTS SEE THEIR PURVIEW AS CONFINED TO THEIR OWN SITUATION OR CLASSROOM OR ARE THEY ABLE TO STEP BACK AND TAKE A BROADER VIEW, THEIR VISION OF JUSTICE ENCOMPASSING THEIR NEIGHBORHOOD, COUNTRY, AND THE WORLD?

STRATEGIES:•ARE STUDENTS FLUENT WITH THE WAYS IN WHICH PEOPLE THROUGHOUT HISTORY HAVE TAKEN A STAND: BOYCOTTS, PETITIONS, LETTER-WRITING CAMPAIGNS, STRIKES?

•DO STUDENTS HAVE THE SKILLS THEY NEED TO WRITE LETTERS TO ADVERTISERS WHO PROMOTE RACIST TOYS, TO MAKE POLITE PHONE CALLS TO SHOP OWNERS WHOSE STORES ARE NOT ACCESSIBLE TO PEOPLE WHO USE WHEELCHAIRS….?

•DO STUDENTS HAVE REPERTOIRS FOR INTERRUPTING OPPRESSIVE BEHAVIOR IN WAYS THAT ARE LIKELY TO BE EFFECTIVE?

•ARE STUDENTS ABLE TO LISTEN WELL TO OTHERS, ABLE TO HEAR THEIR STORIES WITHOUT INTERRUPTION OR DEFENSIVENESS, AWARE THAT THERE IS MUCH TO BE LEARNED FROM EVEN THE YOUNGEST PERSON OR ONE PERCEIVED AS LESS COMPETENT?

End of EDP 621 SLIDES

Date post:	21-Dec-2015
Category:	Documents
View:	214 times
Download:	0 times

DIVERSITY : IN COMMUNITIES OF PRACTICE. COLLEGE OR UNIVERSITY HIGH SCHOOL NEIGHBORHOOD FAMILY NESTED...

Documents