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TEFB 273 by Mind Map: TEFB 273

1. Head Start

2. Culture

2.1. CLR

2.1.1. How and why you teach the way you do Meeting your students where they are and helping them to further there success Taking in the cultural factors of your students and bringing them into the classroom Changing the way you teach to meet every students learning style (differentiation)

2.2. Concrete

2.2.1. Visible and tangible levels of culture Clothing Music Food

2.3. Symbolic

2.3.1. Values and Beliefs Value Systems Customs Religion

2.4. Behavioral

2.4.1. Reflection or Expression of Values Language Gender Roles Family Structure Social Organizations

3. Resources

3.1. Financial

3.1.1. Having money to purchase services and goods Without - can create low accademic priority, no social life, no supplies Can combat with free and reduced lunch adn schollarshops

3.2. Physical

3.2.1. Having physical strength and mobility Without - no motivation Can combat by with free and reduced lunch

3.3. Emotional

3.3.1. Being able to chose and control emotional responses Without - can increase behavioral issues and low motivation Con combat with councilors and after school programs

3.4. Spiritual

3.4.1. Believing in divine purpose and guidance Without - Can feel without purpose Can combat with affirmation and positive support

3.5. Mental

3.5.1. Having the cognitive abilities to deal with the demands of daily life Without - can cause poor accademics Can combat with making school work personal and creating real world connections

3.6. Role Models

3.6.1. Having access to adults who are appropriate or nurturing to a child Without - no motivation and negative influences of poor role models Can combat by creating a relationship and being the students role model. Can also assign peer buddies

3.7. Support Systems

3.7.1. Having family, friends, and backup resources available in times of need

3.8. Hidden Rules

3.8.1. Knowing the unspoken cues and habits of a group These can make or break relationships

3.9. Language and Formal Register

3.9.1. Being able to competently use the vocabulary and social structure of school and work Without - There will be no understanding or growth Can combat with ESL and language proficiency

4. Teaching Philosophy

4.1. Differentiation

4.1.1. Adapting the teaching strategies without changing the objective

4.1.2. Provides different paths to the same goal

4.1.3. Strategies for Differentiation Tiered Lessons Flexible Grouping Think-Tac-Toe Multiple Intelligence Options Graphic Organizers Reading and Study Buddies

4.1.4. Change content, process, product or learning environment

4.2. Inclusive Learning Environment

4.2.1. 5 C's (Collaborative, Connected, Creative, Customized and Choice)

4.2.2. Social Emotional Learning Conscious Discipline Acknowledging, Employing and Recognizing Setting Expectations/CHAMPS Culture Days Restorative Discipline Teach tolerance and Advocacy Self-Regulatory Brain Research Executive ("What can I learn from this?") Emotional ("Am I loved?") Survival ("Am I safe?")

4.2.3. Differentiation

4.2.4. Digital Citizenship Create a social media presence in an appropriate way

4.3. Scaffolding

4.3.1. Provide cognitive support for learners as they progress toward a goal.

4.3.2. Designed for individuals but benefits the whole class

4.3.3. As the students become more capable, they take more responsibility in their learning.

4.3.4. Modeling

5. Impact Factors

5.1. Family Structures

5.1.1. Traditional Family: mom and dad and children all living together under one roof. read to child average of 8.5 times a week

5.1.2. Single Parent: becoming more common Finances are different (normally lower) children are read to an average of 5.7 times a week

5.1.3. Same Sex Parents: same challenges that parents have, with a few unique issues Bullying Possible legal issues due to parental rights

5.2. Abuse and Neglect

5.2.1. Abuse Physical inflicting pain and/or bodily harm Sexual intercourse, inappropriate touching, sexual exploitation, non-touching offenses Emotional pattern of behavior by parents or caregivers that can seriously interfere with a child’s cognitive, emotional, psychological. or social development

5.2.2. Neglect A type of maltreatment that refers to the failure by the caregiver to provide needed, age-appropriate care although financially able to do so or offered financial or other means to do so

5.2.3. Signs Physical Behavioral

5.3. Homelessness

5.3.1. Individuals who lack a fixed, regular, and adequate nighttime residence. Things to looks for Depression Attitude Change Poor hygiene

5.4. Immigrants

5.4.1. Plyer vs. Doe Case: Changes to wear people in physical jurisdicton of the US have right to free, appropriate education

5.4.2. Academic Programs ESL: integrate English-Language Instruction Bilingual Education

5.4.3. Lots of challenges for new arrivals undocumentation below poverty line Overwhelmed

5.5. Migrant Military Families:

5.5.1. Transistions Job Rank Branch of Military

5.5.2. Family Separation

5.5.3. Socioeconomic Status

5.5.4. Dual-service Parents

5.6. Bullying

5.6.1. Victims often from low SES anxious/cautious

5.6.2. Bully need for power low self-esteem cyberbullying really common

5.7. Violence

5.7.1. Influences Population larger cities=higher rate of violence age more common in middle school relationships with teachers be supportive, better relationships quality of education system

5.8. Gangs

5.8.1. means three or more persons having a common identifying sign or symbol or an identifiable leadership who continuously or regularly associate in the commission of CRIMINAL activities.

5.8.2. What do they offer? Protection Money Girls "a group"

5.8.3. Impacts lower academic achievement health risks

5.8.4. In TX involved in smuggling and human trafficking

5.9. Substance Abuse

5.9.1. Impacts of Students Student Use Low motivation slowed development drop out Parent Use emotional/behavioral issues financial support low parental interactions unsafe environment

5.9.2. overindulgence in or dependence on an addictive substance, especially alcohol or drugs

5.10. LGBTIQ+

5.10.1. Gender Identity- How you define your gender

5.10.2. Gender Expression- how you present your gender through clothes and actions

5.10.3. Biological Sex- Gender assigned at birth based on reproductive organs

5.10.4. Sexual Orientation- How your attracted to

5.10.5. Gender Neutral Pronouns Zie/ Hir/Hirs They/Them/Theirs Ze/Zir/Zirs

5.10.6. What to do as an educator? Safe Zone Sign Confront homophobic remarks Don't Assume

5.11. Foster Care

5.11.1. Settings Foster Family Homes Group Homes Group Care Facilities other state agency facility

5.11.2. Problems little one-on-one interaction no consistency students often "age out" possible maltreatment

6. Community Resources

6.1. Chrissy's Closet

6.2. Still Creek Ranch

6.3. Family Promise

6.4. SOS Ministries

6.5. Voices for Children

6.6. Scotty's House

6.7. Boys and Girls Club


6.9. Brazos Valley Food Bank

6.10. Phoebe's Home

6.11. Twin City Mission Programs

6.12. Project Unity

6.13. LGBTQI+

6.14. All of these resources help the community in different ways ranging from working against domestic violence, helping in education, to putting a meal on people's tables or clothes on their backs. Knowing the resources available in a community is so important. They can be so beneficial, and can change a person;s life.