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MTTC TESOL
Professionalism
| Question | Answer |
|---|---|
| Student diversity (p.108) | respond to discriminatory comments immediately, use wide variety of examples, quote scholars from many cultures, identify universal problems, avoid stereotypes |
| Cultural influences (p.108) | culture has direct impact on learning; edu standards based on white middle class; background/prior knowledge; relate to life |
| Social environment (p.108) | set of people and institutions that one associates and communicates with; direct and indirect influence on behavior; race, gender, age, culure |
| Socialization (p.108) | process of learning written and unwritten rules, acceptable behavioral patterns, and accumulated knowledge of the community in order to function within its culture; gradual process |
| Reverse socialization (p.109) | deviation from acceptable behavior patterns |
| Developmental socialization (p.109) | process of learning social skills |
| Primary socialization (p.109) | learning attitudes, values, and actions of a culture |
| Secondary socialization (p.109) | learning behavior required in a smaller group within the culture |
| Anticipatory socialization (p.109) | practicing behavior required in a smaller group within the culture |
| Resocialization (p.109) | discarding old behavior and learning new behavior as part of a life transition; ex: starting school, joining military |
| Agents of socialization (p.109) | people, groups, and institutions that influence self-esteem, emotions, attitudes, behavior, and acceptance of a person within environment |
| Social ineptitude (p.109) | lack of social skills; can be caused by medical or personality disorders; different according to culture |
| Social skills (p.109) | tools used to interact and communicate with others; learned through socialization |
| Meeting with parents (p.110) | the mare parents are involved, the better the students learn; discuss progress, behavior problems, etc. |
| Parent/student/teacher agreement (p.110) | written set of expectations and explain commitment to successful educational experience; all parties are recognized |
| Levels of parental involvement (p.111) | eager, required, avoid; all can be a challenge |
| Basics of parent/teacher conferences (p.111) | 1-be rested 2-can have administer sit in 3-prepare plan of discussion points and copies of work to review 4-positive "we can fix it" approach |
| Being prepared for conferences (p.112) | 1-skills and knowledge that should be learned and mastered 2-required academic standards 3-evaluation methods |
| Things to remember for conferences (p.112) | use table rather than desk; start with positive; mtg objectives; facts and specific examples |
| Conclusion about conferences (p.112) | follow-up mtg if necessary |
| Pedagogy of the oppressed (p.113) | Paolo Freire; most influential text in dev of multicultural education; criticizes traditional notion of students as empty vessels to be filled by teacher; recreates colonization process; students are co-creators; "dialogic" method |
| Multicurriculum (p.113) | criticized for being criticized for being too wide-ranging and scattershot |
| Antibias curriculum (p.113) | emphasizes presence of discrimination in all areas: race, gender, linguistic background, ability and sexual orientation; explicit treatment of bias; explicit goal of social justice; explore hidden curriculum to not favor one set of students over another |
| Formal curriculum (p.113) | set of explicit materials, books, syllabi, and instructional methods in classroom |
| Hidden curriculum (p.113) | set of ideas and prejudices indirectly or implicitly delivered to students |
| Goals of antibias curriculum (p.114) | social justice, improve confidence and self perception, relate to others, empathy, think critically, stand up against discrimination |
| Criticisms of antibias curriculum (p.114) | too far in other direction; implicit bias against European ideas and cultural norms, overabundance of identification with minority culture, omit contributions of smaller minorities like Eskimos and Native Americans |
| Cooperating with colleagues (p.114) | set up regular meetings, forums to discuss new teaching methods, teaching content, and basic plans of behavior management |
| Peer review programs for ELL teachers (p.114) | teachers observe one another and offer suggestions for improvement; criticism and encouragement |
| Mentoring programs for ELL teachers (p.115) | experienced teachers develop relationships with beginning teachers |
| Peer tutoring programs (p.115) | more advanced students work with younger students in class work; ex: 2nd and 5th classes |
| Field trips with other classes (p.115) | applications to multiple subject areas |
| Coordinating subject matter (p.115) | coordinate with other teachers |
| Coordinating instructional content (p.116) | ELLs learn more because info is connected |
| Communicating with colleagues (p.116) | structure of classes, discipline, major projects or exams |
| Relationship with school administration (p.116) | always report significant problems immediately; there to make life easier |
| Meeting with the principal (p.117) | do not visit only when something is wrong; last resort |
| Scheduling an observation by the principal (p.117) | initiate observation; let students know; have principal participate; get feedback |
| Relationships with teacher aides and assistants (p.117) | lucky with full-time or part-time assistants or aids; should not do paperwork during class; be another set of eyes and ears; circulate; help students |
| Introductory note to parents (p.117) | contact beginning of term; introduce themselves, background info, describe plans and expectations; overview of tests and assignments and steps for success |
| Frequent updates to parents (p.118) | periodic notes of how class is proceeding; home visits, phone calls, emails, letters, small updates on website |
| Keeping parents alert to student performance (p.118) | send grades home regularly; parents sign tests; asap when student falls behind |
| Parent-teacher conferences (p.118) | recommended though not always mandatory; student success is the goal; punishment for no one |
| Discussing poor performance (p.119) | disruptive behavior or poor academic performances; plan talking points in advance; ask questions if something is happening at home |
| Teacher-parent phone call (p.119) | not a last resort when student is struggling; done asap for correction; focus on steps to be taken; parent is part of a team |
| Open house (p.119) | parents meet teachers and see classroom; neatness and organization of the room; greet parents as they enter; sell oneself and the class |
| Inviting parents to class (p.119) | invite whenever presence will have a positive impact on learning; student presentations, field days, class parties field trips; limits language differences |
| Incorporating parents into instruction (p.120) | take advantage of parents' special skills or talents, especially as they relate to different content areas; make course content relevant |
| Lau v. Nichols (p.120) | Chinese-American students in SF received inferior edu because of limited Eng proficiency; Civil Rights Act 1964 no discrimination against on basis of national origin; denied equal educational opportunities; language is an inextricable part of ethnicity |
| Meyer v. Nebraska (1923) (p.120) | linguistic rights: right to education, media, and administrative and judicial communication in language of choosing; Equal Protection and Due Process clauses prohibit racial and ethnic discrimination; states cannot restrict foreign-language instruction |
| Bilingual Education Act of 1968 (p.120) | mandated creation of L1 programs; provide local school districts with federal money to establish Eng language programs for Spn L1; successful bilingual edu programs would be guaranteed federal funds for at least 5 years; step towards multiculturalism |
| Castaneda v. Pickard (1981) (p.121) | Mex-Amer kids inferior edu in Texas; no sophisticated bilingual edu program; difficult for native Spn speakers to participate in school events; US Court of Appeals had 3 criteria for bilingual edu programs to align with Equal Edu Opportunities Act (1974) |
| No Child Left Behind (2002) (p.121) | terminated Bilingual Edu Act; did away with programs and declared that students must be tested in English annually; not allowed o test in L1; programs established by school districts |
| Subtractive bilingualism (p.121) | any form of bilingual education that places English above students' first language by abandoning original language and culture |
| Additive bilingualism (p.121) | seek to improve skills in both first language and English and use two languages as reinforcements for one another |
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hlywakai
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