Transcript DIVERSITY:

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 WORK
COMMUNITY 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 DEVELOPMENT
Chapter 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 6
Expectations
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:
2. Behaviors of A:
Attitudes toward Self
Attitudes toward others
Initiated Behaviors
Intentions
Expectations of Behaviors
Perceptions
Behavioral
of
Toward
others
Behavior
Behavioral
Perceptions
Output
4. Behavior of others
Output
of
Behavior
3. Psychological Processes of others
Expectations and Evaluation of A’s Behavior
Initiated Responses to A
Intentions
Towards
A
Evaluation of Self
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.
Schmuck’s Chapter 8: Leadership
• Psychological bases of Influence POWER
[French & Raven]
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–
–
–
–
–
–
Expert Power
Referent Power
Legitimate Power
Reward Power
Coercive Power
Informational Power
Connection Power
Schmuck’s Chapter 8: Leadership
• SOCIAL BASES OF INFLUENCE:
– GENDER
– RACE
– ETHNICITY
• DEMOCRATIC, AUTHORITARIAN AND LAISSEZFAIRE LEADERSHIP
Schmuck’s Chapter 8: 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
Schmuck’s Chapter 8: Leadership
• 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
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•
•
•
•
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
MARA: CHAPTER 3:
KNOWING OTHERS WELL:
CHALLENGES TO THE VISION
• 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
MARA: CHAPTER 3:
KNOWING OTHERS WELL:
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
Schmucks: Chapter 5:
Friendship
• Personal and Social Variables related to Liking:
Personal Variables Related to Liking:
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–
–
–
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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
Schmucks: Chapter 5:
Friendship
• Some Bases of Attraction and Friendship
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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
Schmucks: Chapter 5:
Friendship
• 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 4
PLACES WHERE WE ALL BELONG
THE VISION
DEFINITIONS 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?
Schmucks: Chapter 4:
Communications:
•
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
Schmucks: Chapter 4:
Communications:
•
Communication Skills
– Paraphrasing ideas
– Describing Others’ behavior
– Checking Impressions
– Making Clear Statements
– Describing Own Behavior
– Describing Feelings
– Giving and Receiving Feedback
Schmucks: Chapter 4:
Communications:
Developing Effective Group Discussions
o Orienting statements
o Agenda setting
o Summarizing statements
o Recording
o Procedural statements
o Taking a survey
o Gate keeping
o Encouraging
o Process checks
o Debriefing
Schmucks: Chapter 4:
Communications:
•
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.
CHALLENGES TO THE VISION
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
Schmucks: Chapter 9:
Conflict
TYPES OF CONFLICT
• PROCEDURAL CONFLICT
• GOAL CONFLICT
• CONCEPTUAL CONFLICT
• INTERPERSONAL CONFLICT
• INTER-GROUP CONFLICT
Schmucks: Chapter 9:
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
CHALLENGES TO THE VISION
•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)
STATIC
DYNAMIC
FORMAL
INFORMAL
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
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
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
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