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Families/Morality part I

Families/Morality part I

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Families/Morality part I

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  1. Families/Morality part I Card Q1: What is one thing you learned about working with high poverty families from the homework? Concepts: Beliefs about families Family discipline styles Connecting with families Kohlberg’s stages

  2. Announcements • Hand in last homework today—Families in Poverty • Bonus activity hand in today

  3. How much objective information do you know about families?

  4. True or False: Based on research. .. • Females are more nurturing than males and thus the more nurturing care-giver in families. • People of the same racial group have more DNA in common that people of different racial groups. This is the reason families of one racial group tend to live near eachother. • One of the most likely reasons parents do not care adequately for their children is that they do not like their children. (this includes coming to school for parent conferences) • There is a positive correlation between a family’s wealth and the likelihood that they will abuse drugs and alcohol.

  5. Terms you Have to Know • Parenting styles: • Authoritarian • Authoritative • Permissive • Uninvolved

  6. Group Activity • Discussion circle question: What obstacles might interfere with low-income families being active in their children’s school. • Now brainstorm—think out of the box about ways teachers and schools can involve low income parents more in their children’s schools.

  7. The MOST Important thing to remember when working with families is: (come up with an answer in your group) NO MATTER WHAT DIFFERENCES YOU HAVE WITH PARENTS, REMEMBER THAT YOU BOTH CARE FOR THE STUDENT’S WELFARE.

  8. 3 Guidelines for meeting with families • Ask questions, don’t assume. Recognize parent’s expertise when it comes to their own children • Learn about and accommodate for cultural differences • Parent contact: ongoing all year long, use multiple means of communication (Example: the Belleview approach—every parent contacted in some way each quarter.)

  9. Morality and tolerance

  10. Moral development: 6 Important points • Morality is influenced by both nature and nurture—inborn sense of fairness, aggression, cooperation • Moral behavior is situation-specific • Moral reasoning, the ability to take the perspective of others, and empathy are influenced by a child’s cognitive development • Moral reasoning is not necessarily correlated with moral behavior • Memorizing moral codes and rules does not necessarily result in moral behavior • Modeling and parental style are positively correlated with moral behavior

  11. Remember: It is the reason behind the choice, not the actual choice that determines a person’s moral developmental level. Moral Reasoning: Kohlberg’s Theory

  12. The Heinz Dilemma A woman was near death from a very special kind of cancer. There was one drug that might save her, and it was something the local druggist had available. The drug was very expensive, and the druggist was charging 10 times what the drug cost him to make. The woman’s husband, Heinz, went to everyone he knew to borrow money, but could only come up with half the money. He could not convince the druggist to sell it to him cheaper, even when he told the druggist his wife would die without the drug. Heinz got desperate and broke into the man’s store to steal the drug. Should Heinz have done that? Why?

  13. Kohlberg’s model • Preconventional (Most preschoolers and elementary school children) • Punishment/avoidance and obedience: behaviors are wrong if they will get punished. Heinz dilemma example: Heinz should not do it because he will probably get caught and punished. • Possibility of personal gain: Behaviors are right if I will get something out of it. Heinz dilemma example: Heinz should do it because he will be happy that his wife is can cook his dinner again.

  14. Kohlberg’s model Conventional morality: Some older elementary and middle school children, many in high school (buzz) • Good boy/good girl: Look to others, especially authority figures for what is right and wrong and behave so to please them Heinz reasoning: • Law and order: Look to society to set laws and guidelines to tell us how to behave. Strict adherence to a moral code. Heinz reasoning:

  15. Kohlberg’s model • Postconventional morality—often not until people reach college (and maybe not then) • Social contract: Society or groups of people construct rules based on moral codes, but recognize flexibility is needed. • Universal ethical principle—A code of personal morality that transcends existing rules or codes—respect for human dignity & basic human rights is universal and should guide our behavior HEINZ ANSWERS?

  16. Check your understanding of Kohlberg • A person who thinks it is wrong to speed only because a state trooper’s car is behind them and they fear getting a ticket, is operating in what Kohlberg stage? • Give an example of someone in the “Law and Order” Kohlberg stage. • Think of a person in the public eye who operates (most of the time) in Kohlberg’s Postconventional stage. • Do you see any problems with Kohlberg’s theory? Describe.

  17. How to Support Student Morality: • Lecturing doesn’t work—use induction • The 3 F’s: Firm, Fair, Flexible (authoritative) • Praise for moral actions and kindness • Use the Fantastic 4

  18. 4 things you can do to help kids be the best people they can be. . . The Fantastic Four

  19. What is the message of this film clip? Fantastic 4, #1 (and this is always the first thing you do. . .)

  20. Fantastic #1: • Examine your own beliefs, thoughts, and prejudices! • Continual self-reflection

  21. Fantastic 2: Respectful language Diversity Flashpoint: A “teachable moment” in classrooms when students say something that might hurt another person because of the person’s race, gender, body size, language, beliefs, etc.

  22. How to handle flashpoints • Start the year by describing your policy • Practice what will happen • Don’t overlook • Buy some time • Don’t “dis” the speaker, but remind them of the policy • Provide the speaker with alternative language

  23. Fantastic 3: Teach the language of tolerance • Prejudice • Discrimination • Racism Example of teaching about these ideas. . .

  24. Fantastic 4: work with the curriculum Use curriculum that encourages perspective-taking and understanding difference—Paperclips Tolerance activities: • Brown eyes/Blue eyes

  25. Very Cool Website • Linked to today’s schedule--Teaching for Tolerance—Southern Poverty Law Center:

  26. Tips for teachers 1. Lecturing doesn’t work, Frequent punishment doesn’t work—remember to ignore and reinforce 2. The 3 F’s: Firm, Fair, Flexible 3. Induction is helpful—discuss reasons certain behaviors are wrong 4. Praise for moral actions 5. Opportunities for pro-social behavior are important (service-learning, etc.) (Alfie Kohn) 6. Changing the environment to promote pro-social skills

  27. Self-grading • Total possible is 10 points • Explain why you give points/explain why you take off points • Be accurate and fair • You must provide specific evidence • Examples to illustrate—a bulleted list is fine, but be specific • I have the right to over-ride if I have conflicting evidence or if you do not prove to me what you say

  28. Going the Extra Mile You have to provide evidence to make clear what you did!!! • Examples: • Exceeding the 15 hours (1-4 hours over, 1 pt extra, more than that, the full 2 pts) • Developing and using an activity • Completing additional research and using it to support student • Doing something out-of-the expected to help—for example, bringing materials for student to use, providing something for the classroom, performing a special service in school or classroom • Not examples because they are expected: • Being on time • Being well-prepared • Helping when asked