Pathwise Orientation

1. Pathwise Orientation Information for EDU 325 Practicum I

2. Relates to the social and emotional components of learning. Focuses on the human interactions in the classroom and addresses issues like fairness and rapport. It also looks at the physical setting in which teaching and learning take place. Recognizes that RESPECT should be the foundation of all interactions with students. DOMAIN B

3. Climate B1: Creating a climate that promotes fairness Rapport B2: Establishing and maintaining rapport with students Expectations B3: Communicating challenging learning expectations to each student Standards B4: Establishing and maintaining consistent standards of classroom behavior Safety B5: Making the physical environment as safe and conducive to learning as possible Domain B

4. Creating a climate that promotes fairness Need to remember that FAIR is not EQUAL Fairness here means that all students have access to learning and that they feel valued as learners The teacher should convey and act on the attitude that all students are important and have the RIGHT to learning opportunities and attention. B1 - Fairness

5. As we discuss fairness, it is important for us to understand some terminology that could lead teachers into �unfair� practices. This includes things like playing favorites, asking only some students to respond to questions, making comments about students that are demeaning and/or stereotyping. Fairness

6. Discrimination occurs when an individual is singled out for unfair treatment primarily because of his or her group membership. Prejudice is a feeling or an attitude, discrimination is an action. A person can be prejudiced without discriminating, while another can discriminate without being prejudiced. Can you think of an example of discrimination that could happen in a classroom? Let�s Define Some Terms Example: A landlord tells an African-American couple that he has no vacancies prior to renting an apartment to a white couple. Example: A landlord tells an African-American couple that he has no vacancies prior to renting an apartment to a white couple.

7. Ethnocentrism is characterized by the belief that one�s group is superior to all others and the tendency to use the values of one�s group to judge others. Differences in others are frequently interpreted as weaknesses. This factor has caused Americans to display arrogant and obnoxious behaviors abroad, thereby earning the title �Ugly American.� What would be an example of ethnocentrism? More Terms�. Example: �How could anyone possibly allow their parents to choose their spouse?� Example: �How could anyone possibly allow their parents to choose their spouse?�

8. Institutional Discrimination differs from individual discrimination in that the former is built into the system and therefore does not require racists or prejudiced people to perpetuate it. An example? More Terms�. Example: An eminently qualified woman gets passed over for the division director�s position only because a man has always held that post. Example: An eminently qualified woman gets passed over for the division director�s position only because a man has always held that post.

9. Prejudice is a prejudgment about the value and worth of others on the basis of their differences. Prejudice is often described as a feeling or an attitude. An example? More Terms�. Example: �Hispanics do not make good managers.�Example: �Hispanics do not make good managers.�

10. Stereotypes are rigid generalizations that are held about a particular group. All members belonging to that group are then judged by these generalizations. An example? Last of the Terms�. Example: �All Asians are good at math.� Example: �All Asians are good at math.�

11. The teacher must be fair in the treatment of students of different genders, ethnicity, cultural background, and socioeconomic levels, as well as those with exceptionalities. The teacher should be familiar with and value the diverse ways in which students express themselves and interact with one another. Examples of unfair teacher behavior include giving praise to high achievers only, "playing favorites," allowing particular individuals or groups of students to be consistently off-task, asking or allowing only some students to respond to questions, making comments about students that are demeaning, and stereotyping. B1 continued

12. Teacher models fairness by calling on all students and making sure each student gets a turn. Teacher ensures access to learning for all students, makes modifications, and arranges for equality in seating and grouping. Teacher implements school and classroom rules fairly and consistently. Teacher values diversity as demonstrated by positive comments to all students and use of appropriate posters, bulletin boards and materials. Teacher listens to students and responds appropriately and equitably. Teacher treats students with respect and encourages them to respect each other. B1 Positive Evidence

13. Teacher calls on only certain students or the same students consistently, playing favorites. Teacher ignores students. Teacher makes demeaning comments or responds inappropriately to students. Teacher allows students to be disrespectful to each other. Teacher has different consequences for same behavior�is inconsistent. B1 Negative Evidence

14. Establishing and maintaining rapport with students This concerns a teacher�s ability to relate positively to students as people. Attempts at rapport should take into account the students� backgrounds and experiences and should be appropriate to their developmental levels B2 - Rapport

15. Rapport can be different for different ages/stages. The main question is about whether the teacher is attempting to relate positively to students? Rapport is about gaining a sense of what is appropriate and likely to work with students. Rapport Does the teacher account for students� backgrounds and experiences? Are the attempts appropriate to developmental levels?Does the teacher account for students� backgrounds and experiences? Are the attempts appropriate to developmental levels?

16. Teacher maintains eye contact while listening and conversing with students. Teacher has a sense of humor. Teacher demonstrates traits of genuine concern, warmth, and sincerity toward students. Teacher acknowledges the traditions and cultures of students from differing backgrounds. Teacher greets students as they enter school or classroom. Teacher maintains appropriate proximity to students. B2 Positive Evidence

17. Teacher is sarcastic or uses an inappropriate tone of voice. Teacher either does not know or does not call on students by name. Teacher does not smile, frowns a lot. Teacher does not maintain eye contact with students during verbal interactions. Teacher does not exhibit any feelings of warmth or concern for students. Teacher remains behind desk and does not exhibit any interest in students' backgrounds or interests. B2 Negative Evidence

18. Communicating challenging learning expectations to each student Students will not rise to low expectations Teachers need to believe that school is a place for learning and that ALL students can learn! Teachers should help children �stretch� and encourage them to work to their highest level. B3 - Expectations

19. Teacher gives students encouraging comments, remarks, and gestures to help students meet higher standards of performance. Teacher demonstrates enthusiasm for subject or process being explored by students. Teacher reminds students of their past successes and helps them set interesting and challenging goals for future endeavors. Teacher demonstrates confidence in the abilities of students and lets them know that they will perform well. B3 Positive Evidence

20. Teacher acts bored and does not present creative or interesting lessons. Teacher speaks negatively about the curriculum, goals, and the students� ability to meet objectives. Teacher makes assignments which are too hard or too easy. Teacher uses sarcasm and negative/inappropriate comments to let student know that he or she is incapable of meeting learning expectations. Teacher shows no enthusiasm and speaks in a monotone voice. B3 Negative Evidence

21. Establishing and maintaining consistent standards of classroom behavior. This deals with how a teacher expects students to behave and what will happen if they don�t behave in that manner. B4 - Standards

22. Teacher has posted rules and consequences of classroom behaviors. These are limited in number and stated positively. Students are given a chance to help formulate rules. Teacher utilizes cues, prompts, body proximity, and redirection in attempts to prevent inappropriate behaviors. Teacher is fair and consistent in managing classroom behaviors. Teacher addresses issues promptly with immediate feedback or consequences. Teacher has standards of classroom behavior which include a sense of respect for students as people. B4 Positive Evidence

23. Teacher ignores escalating and/or disruptive behaviors. Teacher is inconsistent in managing behaviors and in enforcement of rules. Teacher has too many rules, stated negatively. Teacher does not use body proximity, nonverbal cues, nor prompts in attempting to prevent inappropriate behaviors. Teacher uses aversive physical punishment for inappropriate behaviors. Teacher argues with students and gets into confrontations with them. B4 Negative Evidence

24. Making the physical environment as safe and conducive to learning as possible. You can only change what you have the power to change. If you have no control over the physical environment, attention will be given to how you adjust the lesson or activity to the setting despite the circumstances. Another consideration is the affective dimension � the overall appeal of the place. Would you want to spend 8 hours a day here? B5 - Safety

25. Teacher makes furniture and room arrangement with students' safety as a primary concern (aisle ways clear, easy access to exit door, cords used properly, no leaning stacks of heavy books or boxes, etc.). Teacher arranges room to facilitate different groupings, activities, and accommodate students with special needs. Teacher displays students' work and appropriate bulletin boards. Teacher has a clean, attractive, non-cluttered working environment. Teacher may have established traffic patterns. Teacher can visually scan class and see all students at all times while they are in classroom. All students can see the teacher and boards. B5 Positive Evidence

26. Teacher's displays are crumbling, torn, dusty, or faded. Teacher does not display any student work. Teacher has chosen inappropriate place for time-out. The room has been arranged in a way which is not conducive to learning for all the students. Potentially dangerous situations could arise from the improper arrangement of furniture and unsafe conditions. B5 Negative Evidence