Chapter 1
"Connecting with Families"
"Connecting with Families"
True or False
Because of life circumstances, teachers find that they do have the same cultural frames of reference or points of view as their students, and they live in “different existential worlds”.
False
Correct Answer:
Because of differing life circumstances, teachers find that they do not have the same cultural frames of reference or points of view as their students, and they live in “different existential worlds” (Amatea et al., 2013, p. 4).
True or False
A paradigm depicts distinctive ways of “ordering experience” or of “constructing reality”?
True
(Amatea et al., 2013, p.19)
True or False
"Four aspects of a school’s climate: (a) culture, (b) biology, (c) social system, and (d) ecology."
False
"Four aspects of a school’s climate: (a) culture, (b) milieu, (c) social system, and (d) ecology"(Amatea et al., 2013, p.72).
True or False
"Research has shown that an individual’s level of assimilation can influence their self-esteem, social competencies, and academic performance."
False
Research has shown that an individual’s level of acculturation can influence their self-esteem, social competencies, and academic performance. (Amatea et al., 2013, p.148)
True or False
"Your positive energy and vision must be greater than anyone’s and everyone’s negativity. Your certainty must be greater than everyone’s doubt"
True
(Gordon, 2015, p.77).
True or False
Significant “non-school-like” experiences enhance children’s literacy when engaged in meaningful ways on a regular basis when integrated into their lives.
True
(Amatea et al., 2013, p.10).
The educational world is characterized by competing ________ and __________.
What is paradigms and explanations.
(Amatea et al., 2013, p.20).
True or False
"Six skills needed to develop such family-school partnerships that are showcased in our textbook are":
1. Understanding oneself
2. Understanding families
3. Reaching out
4. Understanding and appreciating family diversity
5. Building in opportunities
6. Creating co-decision-making roles for families
True
(Amatea et al., 2013, p.72).
"Our life __________and _________ emerge out of our cultural identities and differing life experiences"
"Our life perspectives and worldviews emerge out of our cultural identities and differing life experiences"(Amatea et al., 2013, p.146).
"First, decide what you _______. Then you can start ________it. Don’t let the ______create you. You create your _________."
"First, decide what you want. Then you can start creating it. Don’t let the world create you. You create your world" (Gordon, 2015, p.31).
"White teachers currently account for some ____of the teaching force, and teachers of color collectively account for only ___"(Amatea et al., 2013).
What is 83% and 17%.
(Amatea et al., 2013, p.4)
What are the three School Paradigms?
Separation Paradigm
Remediation Paradigm
Collaboration Paradigm
(Amatea et al., 2013, pp. 24-31).
What is/are the School Climate Dimension/s to Redesign School Routine
A. Blocking Blame
B. Co-Decision-Making Roles
C. None of the these
D. Positive Non problematic Interaction
A, B, and D
(Amatea et al., 2013, p.63).
"One of the major causes of the discontinuity between culturally and economically diverse families and the culture of school communities is a lack of _______ _______and ___________."
"One of the major causes of the discontinuity between culturally and economically diverse families and the culture of school communities is a lack of shared values and expectations"(Amatea et al., 2013, p.153).
"The heart’s electromagnetic field is _______ times more powerful than the brain."
"The heart’s electromagnetic field is 5,000 times more powerful than the brain"(Gordon, 2015, p.100).
The funds of knowledge that are essential to students’ homes and communities are:
A. the various social and linguistic practices
B. classroom activities
C. historically accumulated bodies of knowledge
D. to support academic learning
What is A and C.
" various social and linguistic practices and the historically accumulated bodies of knowledge that are essential to students’ homes and communities" (Amatea et al., 2013, p.8).
"Strategies built on this paradigm often reveal an inherent resistance to considering the parent on an equal footing with educators."
A. Separation
B. Not Listed
C. Collaboration
D. Inclusive
What is B, not listed.
"Remediation Paradigm" (Amatea et al., 2013, p.27).
"School team strategies typically focus on (a) redesigning existing school routines, such as ___________or ____________ conferences, to be more collaborative; (b) creating more positive and _____________ family–school interactions and communication; or (c) redesigning family–school problem solving and _________ __________."
"School team strategies typically focus on (a) redesigning existing school routines, such as orientations or parent-teacher conferences, to be more collaborative; (b) creating more positive and nonproblematic family-school interactions and communication; or (c) redesigning family-school problem solving and blocking blame" (Amatea et al., 2013, p.72).
True or False
"The individualistic values of culturally diverse families often differ drastically from the collectivistic values of the dominant culture that are reflected in the school environment and shared by the majority of teachers"(Amatea et al., 2013).
False
"The collectivistic values of culturally diverse families often differ drastically from the individualistic values of the dominant culture that are reflected in the school environment and shared by the majority of teachers"(Amatea et al., 2013, p.153).
"Emotional intelligence (EI) really is all about tapping the power of your heart when you are":
A. Listening, leading, and communicating
B. Listening, selling, and communicating
C. Leading, selling and communicating
C. Leading, selling, and communicating
(Gordon, 2015, p.104).
What are the four revolutionary changes in teacher beliefs and practices that build more culturally responsive relationships with students and their families?
What is:
1. Build on students’ and families’ funds of knowledge
2. Share the role of expert with families
3. Practice no-fault problem solving
4. Create opportunities for nonproblematic family-school interaction.
(Amatea et al., 2013, p.15)
"The Individuals with Disabilities Education Act (U.S. Congress, 1999) and its reauthorization (U.S. Congress, 2004) require state education agencies and local education agencies to provide every student who has a disability ________ _______ _______ __________. Part B of the law provides for the education of students ages 3 through_____; part C provides for the ___________of infants and toddlers from birth to age 3."
"The Individuals with Disabilities Education Act (U.S. Congress, 1999) and its reauthorization (U.S. Congress, 2004) require state education agencies and local education agencies to provide every student who has a disability with a free and appropriate public education. Part B of the law provides for the education of students ages 3 through 21; part C provides for the education of infants and toddlers from birth to age 3." (Amatea et al., 2013, p.22).
"The individual teacher strategies include (a)_______ _____ and ________ ________with families, (b) __________and _________family expertise and ways of knowing, and (c) _________parents as significant participants in children’s learning"(Amatea et al., 2013, p.72).
"The individual teacher strategies include (a) reaching out and sharing oneself with families, (b) valuing and affirming family expertise and ways of knowing, and (c) involving parents as significant participants in children’s learning"(Amatea et al., 2013, p. 72).
"Educators can enhance their teaching practices with a clearer understanding of the __________between school norms that reflect the shared __________ of the social mainstream and the _________and ____________that exist among culturally and economically diverse families."
"Educators can enhance their teaching practices with a clearer understanding of the disconnections between school norms that reflect the shared expectations of the social mainstream and the values and assumptions that exist among culturally and economically diverse families"(Amatea et al., 2013, p.165).
The Energy Bus Action Plan Steps:
1. _______Your Vision
2. _______ Your Vision with Purpose
3. _______Down Your Vision/Purpose
Statement
4. _______on Your Vision
5. _______Focus
6. ______ ___ the Bus
7. ______the Ride with Positive Energy and
Enthusiasm
8. ______a Sign that Says “No Energy
_________ Allowed”
9. __________ Adversity and Potholes
10. ______ Your Passengers
11. Have Fun and Enjoy the Ride
"The Energy Bus Action Plan Steps:
1. Create Your Vision
2. Fuel Your Vision with Purpose
3. Write Down Your Vision/Purpose
Statement
4. Focus on Your Vision
5. Zoom Focus
6. Get on the Bus
7. Fuel the Ride with Positive Energy and
Enthusiasm
8. Post a Sign that Says “No Energy
Vampires Allowed”
9. Navigate Adversity and Potholes
10. Love Your Passengers
11. Have Fun and Enjoy the Ride"
(Gordon, 2015, pp.159-164).