Transcript Today`s Powerpoints

Card Q1: What is one thing you learned
about working with high poverty
families from the homework?
Families/Morality part I
Concepts:
Beliefs about families
Family discipline styles
Connecting with families
Kohlberg’s stages
Announcements
• Hand in last homework today—Families in
Poverty
• Bonus activity hand in today
How much objective information do you
know about families?
True or False: Based on research. ..
1.
2.
3.
4.
Females are more nurturing than males and thus the more nurturing
care-giver in families.
People of the same racial group have more DNA in common that people
of different racial groups. This is the reason families of one racial group
tend to live near eachother.
One of the most likely reasons parents do not care adequately for their
children is that they do not like their children. (this includes coming to
school for parent conferences)
There is a positive correlation between a family’s wealth and the
likelihood that they will abuse drugs and alcohol.
Terms you Have to Know
• Parenting styles:
– Authoritarian
– Authoritative
– Permissive
– Uninvolved
Group Activity
• Discussion circle question: What obstacles
might interfere with low-income families
being active in their children’s school.
• Now brainstorm—think out of the box about
ways teachers and schools can involve low
income parents more in their children’s
schools.
The MOST Important thing to remember when
working with families is: (come up with an
answer in your group)
NO MATTER WHAT DIFFERENCES YOU HAVE WITH
PARENTS, REMEMBER THAT YOU BOTH CARE FOR
THE STUDENT’S WELFARE.
3 Guidelines for meeting with families
1. Ask questions, don’t assume. Recognize
parent’s expertise when it comes to their
own children
2. Learn about and accommodate for cultural
differences
3. Parent contact: ongoing all year long, use
multiple means of communication
(Example: the Belleview approach—every parent
contacted in some way each quarter.)
http://youtu.be/77uRQeu_pUQ
MORALITY AND TOLERANCE
Moral development: 6 Important
points
1.
2.
3.
4.
5.
6.
Morality is influenced by both nature and nurture—inborn
sense of fairness, aggression, cooperation
Moral behavior is situation-specific
Moral reasoning, the ability to take the perspective of
others, and empathy are influenced by a child’s cognitive
development
Moral reasoning is not necessarily correlated with moral
behavior
Memorizing moral codes and rules does not necessarily
result in moral behavior
Modeling and parental style are positively correlated with
moral behavior
Remember: It is the reason behind the
choice, not the actual choice that
determines a person’s moral
developmental level.
Moral Reasoning: Kohlberg’s
Theory
The Heinz Dilemma
A woman was near death from a very special kind of cancer. There
was one drug that might save her, and it was something the local
druggist had available. The drug was very expensive, and the
druggist was charging 10 times what the drug cost him to make.
The woman’s husband, Heinz, went to everyone he knew to borrow
money, but could only come up with half the money. He could not
convince the druggist to sell it to him cheaper, even when he told
the druggist his wife would die without the drug. Heinz got
desperate and broke into the man’s store to steal the drug. Should
Heinz have done that? Why?
Kohlberg’s model
•
Preconventional (Most preschoolers and
elementary school children)
1) Punishment/avoidance and obedience: behaviors are
wrong if they will get punished.
Heinz dilemma example: Heinz should not do it because he will
probably get caught and punished.
2) Possibility of personal gain: Behaviors are right if I will
get something out of it.
Heinz dilemma example: Heinz should do it because he will be happy
that his wife is can cook his dinner again.
Kohlberg’s model
Conventional morality: Some older elementary and
middle school children, many in high school (buzz)
1) Good boy/good girl: Look to others, especially authority
figures for what is right and wrong and behave so to
please them
Heinz reasoning:
2) Law and order: Look to society to set laws and guidelines
to tell us how to behave. Strict adherence to a moral
code.
Heinz reasoning:
Kohlberg’s model
•
Postconventional morality—often not until people
reach college (and maybe not then)
1) Social contract: Society or groups of people construct
rules based on moral codes, but recognize flexibility is
needed.
2) Universal ethical principle—A code of personal morality
that transcends existing rules or codes—respect for
human dignity & basic human rights is universal and
should guide our behavior
HEINZ ANSWERS?
Check your understanding of Kohlberg
• A person who thinks it is wrong to speed only because a state
trooper’s car is behind them and they fear getting a ticket, is
operating in what Kohlberg stage?
• Give an example of someone in the “Law and Order” Kohlberg
stage.
• Think of a person in the public eye who operates (most of the
time) in Kohlberg’s Postconventional stage.
• Do you see any problems with Kohlberg’s theory? Describe.
How to Support Student Morality:
1.
2.
3.
4.
Lecturing doesn’t work—use induction
The 3 F’s: Firm, Fair, Flexible (authoritative)
Praise for moral actions and kindness
Use the Fantastic 4
4 things you can do to help
kids be the best people they
can be. . .
http://youtu.be/gTDhgR3p12w
What is the message of this film clip?
FANTASTIC 4, #1 (AND THIS IS ALWAYS
THE FIRST THING YOU DO. . .)
Fantastic #1:
• Examine your own beliefs,
thoughts, and prejudices!
• Continual self-reflection
Fantastic 2: Respectful language
Diversity Flashpoint: A
“teachable moment” in
classrooms when students
say something that might
hurt another person
because of the person’s
race, gender, body size,
language, beliefs, etc.
How to handle flashpoints
•
•
•
•
•
Start the year by describing your policy
Practice what will happen
Don’t overlook
Buy some time
Don’t “dis” the speaker, but remind them of
the policy
• Provide the speaker with alternative language
Fantastic 3: Teach the language of
tolerance
1. Prejudice
2. Discrimination
3. Racism
Example of teaching
about these ideas. . .
Fantastic 4: work with the curriculum
Use curriculum that
encourages perspectivetaking and understanding
difference—Paperclips
Tolerance activities:
•Brown eyes/Blue eyes
Very Cool Website
• Linked to today’s schedule--Teaching for
Tolerance—Southern Poverty Law Center:
http://www.tolerance.org/
Tips for teachers
1. Lecturing doesn’t work, Frequent punishment
doesn’t work—remember to ignore and reinforce
2. The 3 F’s: Firm, Fair, Flexible
3. Induction is helpful—discuss reasons certain
behaviors are wrong
4. Praise for moral actions
5. Opportunities for pro-social behavior are
important (service-learning, etc.) (Alfie Kohn)
6. Changing the environment to promote pro-social
skills
Self-grading
• Total possible is 10 points
• Explain why you give points/explain why you take
off points
• Be accurate and fair
• You must provide specific evidence
– Examples to illustrate—a bulleted list is fine, but be
specific
• I have the right to over-ride if I have conflicting
evidence or if you do not prove to me what you
say
Going the Extra Mile
• Examples:
• Exceeding the 15 hours (1-4 hours over, 1 pt
extra, more than that, the full 2 pts)
• Developing and using an activity
• Completing additional research and using it to
support student
• Doing something out-of-the expected to
help—for example, bringing materials for
student to use, providing something for the
classroom, performing a special service in
school or classroom
• Not examples because they are expected:
• Being on time
• Being well-prepared
• Helping when asked
You have to
provide evidence
to make clear
what you did!!!