Analyze- What is the difference between authoritarian and authoritative parenting?

-Authoritative parenting is a parenting style that utilizes respect and expectations to hold children accountable. In an authoritative style home the child is supported and encouraged to do things on their own and make smart decisions for the long term. The parents in this style give a lot of decision making power to the children as they work together to move toward the future. These parents must be consistent and show patience throughout the learning process.

-Authoritarian parenting is a parenting style that is more behaviorist in character. It seems to be rather cause/effect and has the parent expecting total compliance and obedience. This style of parenting utilizes a lot of pressure internally to succeed and externally from the families expectations. This is a popular parenting style in many non-western cultures

Apply- Apply a tactic to combat the emergence of a subculture in your classroom.

I think a good way to avoid a negative subculture in my classroom is to constantly change the dynamic of the classroom. I want to keep my students on their toes and active in the classroom. I do not want them to be uncomfortable but a good bit of change is very good for growth and development. My hope is that by constantly shifting things around and giving students different roles I can keep more students engaged. I want to create an atmosphere that is open to all and avoids alienating others. In my classroom I want everyone to be as equal as possible and all work together towards a better education. The power of positive thinking.

Josh Justice Will Be Served

*This post is an attempt at a live blog (more like an immediate response)

to a presentation from Josh Justice on November 21, 2013.

Josh is an educator who works in Kentucky. He is an LPCA. SIGHTS

He works in a self-contained behavior unit. This unit primarily consists of students with IEP's, IQ's of 75+,  and a learning disability while many are from low-income households.

He starts off observing students at their current schools, then he get the kids in the program to help them and give them the consistency they need. This is done because they are hoping to get them back into a standard classroom.

Has to deal with reluctance to pay him for his services. Fighting against people who are trying to deny these children these services.

The transition time between a student receiving medication and new behavior can be fascinating.

They take away the students' previous medicine to start from a new baseline. Too often, these kids are misdiagnosed by family doctors who only took a couple months of residency on mental health.

In some cases, the family dynamic has been messed up so much that these kids are not receiving positive attention at home. The program uses positivity and persistence to try to reverse these trends. He explained examples of a student's familial relationships improving through the program.

Josh spends all day working with these students. There are four adults that work with five children.
Staff try to be respectful with each other but it can be tough. Teacher and assistants all have unique ideas and expectations-they all want to contribute. Power balance can be tough but is rewarding in the long run when you create a fair and balanced working relationship.

Age ranges are widespread. There is a  pre-school age (4yr old),elementary age (7yr, 8yr, 8yr old), and even a middle school age (10yr old).

It is difficult on the Special Education Professionals do develop lesson plans for these different age groups. The reinforcement schedule is also a challenge because certain age groups need things in a different manner and time than others.

Switched halfway to focusing on the positive things as opposed to the negative things that they should not do. On the push for positivity, "It changed the dynamic of the classroom" and it became "contagious."

He spoke about the differences in working with boys and girls; how there is a huge contrast between working with the two and he sees that in the classroom.

He didn't allow work avoidance to occur by requiring a student to stay after school and finish their work. Takes extra commitment but is worth it in the end.

Communication/Follow-up is key! Need to be consistent on both ends and build relationships with families. Develop rapport with students and family members.

Believes in taking care of himself (self-care) to recharge his batteries. Make sure you are in control of yourself so you can positively impact students. 

Further Thinking:
----Carl Rodgers 40%
----PCIT- Parent Child Interaction Therapy
          -focusses on catch the child doing good things instead of always getting on to them for negative things
          -being proactive
----Token Economy
----Function Behavior Analysis
          -all behavior is to do something or to avoid something
----Oppositional Defiant Disorder
          -a student that doesn't like being told what to do
----Different response as males than that of women in education
----SIGHTS acronym
----Avoid passion fatigue?

1. Understand--Compare and contrast  Sternberg’s Triarchic Theory of intelligence with Gardner’s Multiple Intelligences.

 Sternberg's Triarchic Theory of intelligence revolves around three different domains; that is, analytical, creative, and practical intelligence. People use these three domains to become more or less intelligent while they utilize their environment, prior experiences, and cognitive processes relating to a task. This theory involves much more dependence on itself than Gardner's Theory.

Gardner's Multiple Intelligences incorporates eight (and sometimes a ninth) different abilities which he calls multiple intelligences. These abilities are independent of each other and may not correlate with each other. They do not necessarily build or rely on each other and can function by themselves. 
2. Evaluate—One the bottom of page 142, Ormrod gives
an example of questions for an intelligence test. Can you think of a way these questions may
be biased? What do such questions really measure? 

The example on p. 142 is an intelligence test that has five questions. The first four questions are clearly verbal while the last question is visual. This can be biased when 80% of an exam are one particular way; in this case, a verbal majority can be biased towards non-English speaking students. These questions measure language skills and cultural norms. One of the questions asks about a common expression that people say; this can be unfair if the test-taker has never heard or been exposed to that expression. Many intelligence tests are biased in this manner. That is, the intelligence test measures previous knowledge as opposed to cognitive ability.