Essay Questions Unit 2 Flashcards
DEFICIENCY ORIENTATION X7
- Teacher believes they have absolute understanding of knowledge is & how it should be learned
- A learner who is not able to understand knowledge or learn it the way the teacher expects will be treated as deficient
- Teacher believes learner lacks what is needed for academic success
- Causes teacher to lower expectations for learner
- Teacher believes they could teach any learner if the learner could be more like him
- The difficult socio-economic situation of some learners makes it difficult for them to confront teachers not to treat them this way
- Learner is deficient – school doesn’t embrace different cultural aspects of learner
DIFFERENCE ORIENTATION X4
-Teacher sees learner & way of thinking as different and NOT deficient
-Sees differences as pros rather than cons – can enhance education
Teacher must change way of teaching & curriculum to make use of these differences
-Teachers believe they could teach learners better if they knew more about them
2 KINDS OF EXPECTATIONS X8
-BEHAVIOURAL EXPECTATIONS
- Expectations of leadership, self-control & social behaviour
- Example: expect some learners to be noisy & others to be quiet
- Ask learners who they think can be group leaders
- Also have expectations of which learners are socially popular
-PERFORMANCE EXPECTATIONS
- Expectations about intelligence, abilities, motivation & work effort
- Can relate to academic activities in school & activities outside school such as sport
ETHNOCENTRISM X4
-Only focuses on values, attitudes & world-view of dominant culture
-Leads to
One-sided perspective
-Portrayed as superior
STEREOTYPING X5
-People that belong to certain groups are portrayed as all being the same
-Specifically, minority groups
Leads to
-False information
-Prejudices
-People becoming more ignorant about other cultures
OMISSION X3
-Information has been left out on purpose
Leads to
-False information
-One-sided perspective
DISTORTIONS X4
-Omission, stereotyping & inaccurate info lead to
-Confusion
-Misunderstandings
-Distortions
Misrepresentation of facts, motives & statements
OBSTACLES TO TESTS X4
- LEARNERS’ PERCEPTIONS
- LANGUAGE & CULTURAL REFERENTS
- TEACHER EXPECTATIONS
- TEACHER BIAS
TESTS OBSTACLES - LANGUAGE & CULTURAL REFERENTS X2
- Level of language is not appropriate for reading & understanding
- Culturally based concepts & examples could be misunderstood
TESTS OBSTACLES - TEACHER EXPECTATIONS X2
- When teachers make learners feel like they are not capable of success in tests, learners begin to feel useless, develop low confidence.
- Not motivated to improve
TESTS OBSTACLES - TEACHER BIAS X1
-Teacher’s biases towards an individual or group can affect how fairly he marks his test
TESTS OBSTACLES - LEARNERS’ PERCEPTIONS X2
- Not all learners understand the purpose for tests, exams & portfolios
- Teacher must teach them reason & importance/value of assessment & evaluation
CAUSES OF MISBEHAVIOUR X10
INEXPERIENCE OR IGNORANCE
Don’t understand rules of class or dominant culture of school
Come from bad socio-economic background
Teacher should explain rules clearly
-DEVELOPMENTAL STAGE
Young children learn by moving & touching – difficult to stay still
Teacher should make rules that are appropriate for age of children
Teacher should be aware of their prejudices in terms of how they react to their behaviour
-CURIOSITY
Can lead to misbehaviour
Learners who come from bad socio-economic backgrounds usually have less experience of things & are more curious
Teacher should give learners opportunities to explore
-NEED TO BELONG
Learners misbehave because they desperately want to be accepted
They will do anything to be accepted
Minority groups do this when they feel they don’t belong to majority group
Teachers should treat all diverse learners equally
Learn about them
Accept them
Accommodate their needs
-NEED FOR RECOGNITION
Learners misbehave because they are desperate for attention
Teachers should pay equal attention to all races & cultures & make them feel they are equally important
-NEED FOR POWER OR CONTROL
Learners misbehave because they want to be in control
Usually these learners come from backgrounds where they have no control
Teacher should give them opportunities to be in control of certain things
-ANGER RELEASE
Learners misbehave with violence because they are angry and don’t know how to express their feelings appropriately
They usually act out without thinking
Teachers should be aware of the learners’ anger issues to address them
-FAMILY-RELATED FACTORS
Learners misbehave because their parents neglect them
Teachers should involve parents in discipline & education
-SCHOOL-RELATED FACTORS
Learners misbehave because of no role models, incompetent teachers, negative environment & too many learners.
Teachers should be proficient, act as positive role models & create positive environment
-SOCIETY-RELATED FACTORS
Learners misbehave because of communities that have low standard of morals, racial conflict, poor housing & medical services & illegal guns
Teachers must understand reasons for misbehaviour that are based on school, home & community factors
Teachers must know about socio-economic situation of learners
Teachers can better deal with & prevent misbehaviour
Teachers should also think about their disciplinary methods & what they expect to achieve when using them
BEHAVIOURISTIC APPROACH TO DISCIPLINE X9
- Authoritarian
- Learners are expected to obey authority
- This is done using punishment & reward
- Positive & negative reinforcement
CONS
- Reasons for misbehaviour are not dealt with because focus is on obedience
- A silent class is not necessarily a well-managed one. They could be silent because being controlled by fear.
- Learners’ interests & backgrounds are ignored
- Learners are monitored because they are not trusted
- Learners have no control over rules & regulations
HUMANISTIC APPROACH TO DISCIPLINE X5
-Permissive
PROS
-Promotes individual freedom
-Promotes awareness of dignity & value of learners
CONS
- Doesn’t really guide teachers as to how to prevent or correct misbehaviour
- Learners don’t really learn what is acceptable or unacceptable behaviour
