TE 401: Teaching Social Studies to Diverse Learners

TE 401: Teaching Social Studies

to Diverse Learners

Class 13November 20, 2008

Restoring Order, Controversial Topics,

Geography,Discussion/Debate Microteaching

AGENDA

• Reflections from the Field• Today’s Meet – Metacognitive Moments• Restoring Order - Ch. 11 – Weinstein & Mignano• Controversial Issues• Geography PowerPoints• Discussion/Debate Microteaching

REFLECTIONS

• What were the teaching moments?

• What did you learn about teaching?

• My visits

TODAY’S MEET – METACOGNITIVE MOMENT

• Laptops out• Go to

http://todaysmeet.com/te401social• Like Twitter, but designed more for

meetings and classroom discussion• Another way to contribute to the

conversation • Add your metacognitive moments

RESTORING ORDER – CH. 11Principles – p. 338

• Disciplinary strategies consistent with goal of safe, caring classroom

• Keep instructional program going with minimal disruption

• Misbehavior depends on the context in which it occurs

• Match discipline strategy with misbehavior– “time has to fit the crime”

• Be culturally responsive

Disciplinary strategies consistent with goal of safe, caring classroom

• Protect child’s dignity• Speak calmly and quietly• Do not bring up past sins• Separate character from the misbehavior• Tanya’s case study on pp. 338-339

Keep instructional program going with minimal disruption

• Be able to predict when misbehavior might happen

• Be willing “to talk about it later”• Have the “quiet conversations”• Natalie and the blue tape case study – p. 339

Misbehavior depends on the context in which it occurs

• What constitutes misbehavior is often a function of a particular teacher’s tolerance level or the standards set by the school (p. 340).

• Yet, children may protest limits, but they crave consistency, predictability, and structure (p.341).

• Case studies on pp.340 - 341

Match discipline strategy with misbehavior• Three categories

– Minor misbehaviors (Strategies – pp. 344 -349)• Noisiness, socializing, daydreaming

– Serious misbehaviors (Strategies – pp. 349 – 356)• Arguing, disrespect, failing to respond to a group directive

– Misbehavior which should not be tolerated• Strategies pp. 366 - 373• Stealing, intentionally hurting someone, destroying

property

Be culturally responsive

• Be willing to ask yourself these questions:– Am I more patient and encouraging with some?– Am I more likely to reprimand others?– Do I expect African-American, Latino, and/or other

underrepresented children to be disruptive?– Do I use hair style/clothing/appearance to form

stereotypical judgments?• Questions come from p.343

Using nonverbal, verbal, and I-messages

• Duplicate headings from the chart on page 378

• How would you handle each of the scenarios in a nonverbal, verbal, and by using an I-message

Logical consequences

• Think-Pair-Share

• Different scenarios about applying logical consequences

• Logical consequences require using logic – stay calm, don’t feel like you have to react automatically.

Teaching Controversial Issues

• McBee article

• McBee argues that controversial issues should be taught in order for students to:– Acquire interpersonal communication skills– Be tolerant of others ideas– Develop critical and constructive thinking about

various issues– Engage in civil public discourse

Strategies for Controversial Issues

• Role – play• Simulated court• Simulated city council hearing• Take a stand (debate technique)

• What are your ideas?

For Next Time

• HAPPY THANKGIVING!

• December 4th

– Breakfast celebration– McBrier– Schug (coursepack)– Suiter and Mesazoros (coursepack) – Case study method microteaching

• Any readings?

Finish up Geography PowerPoints

• Please post to our class wiki: http://te401social.wikispaces.com/