Cultural Expectations and Socialization

Parenting styles reflects students' behavior as we have discussed. Each give them a different type of socialization which is a set of beliefs and behaviors that are appropriate in a culture. When children are young parents or other family members will influence their behavior but when it's time for them to go to school the teachers become the socialization agent (good phrase from Ormrod). In mainstream Western Society we promote respect to authority figures, following instructions, working independently, asking for help when it's needed.  Those outside encourage most of these behaviors but there are nuances.  A Mexican child probably has been socialized to observe events and stay quiet instead of asking questions when needed.  Also the child may go off and work with a group of people because they feel more comfortable due to Mexican socialization.  "On average, children of Mexican heritage feel more comfortable working cooperatively with peers than independently." 

Other cultural influences are European American families often encourage assertiveness and independence, but families from other countries such as Mexico, China, Japan, India etc. encourage restraint, obedience, and deferment to elders.  Many children are reared to be shy in China, but many in Zambia are encouraged to be outgoing and smile in Zambia.  Where in the world is Zambia?  Don't make fun of me if I should know it easily lol.  This is Africa and it's in the red spot.

 

Keep in mind that there are cultures within cultures "with different parents, teachers, and adults encouraging other behaviors" Teachers need to be aware of cultural shock that foreign students may experience during school.  They will exhibit confusion and frustration at times dealing with the new circumstance.  Teachers need to be understanding and have patience towards the foreign students.  I think they should ease them into the new culture if possible. 

Parents' Influence

The book goes on to describe what attachment is and I think that is obvious. Infants who become close to parents or other caregivers have a higher tendency to be amiable, independent, self-confident children. Those who are not attached to their parents or caregiver may lead them to become immature, unpopular and prone to disruptive behavior. The attachment is important in adolescence too.

Researches have found common categories of ways to parent. The ideal way is authoritative parenting. This is when the caregiver provides a loving and supportive home, have high expectations, and let children in the decision making. These children normally turn out to be happy, energetic, confident and self-reliant. As a result they make friends easily with their good social skills and are sympathetic. Another result is that the children do better in academics. This is the way teachers should treat their students in the classroom. However in some situations authoritative parenting may not be best.

       

(A loving, inspiring, high standard family that everyone deserves.)

Caregivers who are Asian American may exercise authoritarian parenting where they are controlling.

Usually the students do well in school. With Asian American students they put high expectations on obedience and those who follow the principles of Confucianism do not question a parent. The book does not have studies about how the last two styles do. In low-income neighborhoods an authoritarian parenting style may be best because with danger lurking around the corner (good phrase from Ormrod) they may need to be strict. Trying to communicate high standards may not be able to be done because of the stressful situation. A caregiver may work a lot and be too exhausted to explain why a certain behavior is wrong.

Teachers should not point fingers but do the best they can on treating students no matter what the parenting style. Not just parenting problems provide a challenge but also mental illness, marital conflict, etc. can be a challenge to deal with. Parenting styles seem only to have a moderate effect on students' personalities. Many children thrive despite inadequate parenting styles unless they have a situation dominated by abuse and neglect. A teacher needs to be on the lookout for child maltreatment. Bruises, lack of warm clothes when it's cold, chronic hunger are some signs. Obviously mistreatment will hamper their experience in school. A teacher has an obligation to report to the proper authorities when they suspect abuse.

Ch. 3 - Personal and Social Development - Personal Development

Personality is the consistent behavior of a person. The nature vs. nurture argument applies here. A child's personality is influenced by heredity as well as the environment. Temperament on the other hand is a child's tendency to respond to and deal with the environment that is determined by genetics. The difference between to the two terms is that temperament is genetically determined. Some different temperaments are adaptability, persistence, adventurousness, outgoingness, shyness and much more. Children with a more outgoing temperament has a good chance to learn social skills and also form beneficial relationships. 

                              

(Andy Griffith has an excellent personality/temperament.  He is witty, keen, an exemplary policeman,, a good husband and he has other great qualities) 

A child's temperament indirectly affects academic success. If a child is social then it will be easier to obtain help from someone with a problem as they would probably have a successful relationship with the teacher and other children. There is no best temperament that makes a good student says the author. But my thought would be a student who is social in the right crowd, dedicated and motivated, has good ethics and philosophy and other qualities. Teachers should know that a child's temperament has a genetic origin and sometimes can't be helped. This does not say that bad behavior is accepted but teachers should have sympathy on them.

Ways to Accommodating Diverse Temperaments:

• For students with high energy they could be assigned chores such as erasing the chalk board, sharpening pencils, cleaning art supplies, etc.
• For shy students teachers need to be warm and attentive. They could do group activities that would put the shy student under the other students' wing.
• For students who have trouble adapting to new situations talk about them in advance by having an activity related to it.
• If the ruckus in the lunch room is too much to deal with try to offer your classroom as a place for them to eat. I don't know about doing this.
• Find ways to teach students self-control strategies. For a student who constantly interrupts the class or answers questions without letting others get a turn, have them count the number of times they do this. The student should learn to speak when it's important and maybe make a number that they should answer questions and have that be the limit.