ed psy ppt (final)
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Done By: Calista, Derek, Joel, Yao LunTRANSCRIPT
Education Psychology
Proudly presented by: CalistaDerekJoelYao Lun
Brief Summary of Case Scenario 3
John was a good student with potential when he was in Primary 1 and 2. however, after the divorce of his parents, his studies have since declined. His relationship with his peers are also in a bad shape. The teacher knows that he has potential but thinks that the school is helpless when it comes to children from broken families.
John’s broken family is affecting his learning.
Problem Statement
4 Main Concerns
Main Root: Broken Family
Poor in studies
Ostracized by peers
Violent conduct
QuestionsMain Concerns Questions Possible Answers
Broken Family •How has the divorce affected John?
•Do the parents realise that the divorce has affected John and caused him to be the person he is now?
His studies, relationship with peers and attitude to life
Poor in studies •Is John really poor in studies?•why is he not working hard?•Is he affected by his past failures?•What else is causing him to suppress his potential?
No. Used to top his class
Lack of Motivation
Poor Self Concept, Low Self Esteem
QuestionsMain Concerns Questions Possible Answers
Ostracized by peers Why are his•Friends not willing to be in his team?•Friends scolding him “stupid”?
Why does he have•Poor rapport with his friends•Poor attitude towards his friends •Lack of pro-social skills
They do not see value in John
Lack of pro-social skillsDoes not know how to relate to others because no one is able to relate to him
Violent conduct •Why does he drown away his sorrows in violent games?
•Why is he reacting to his problems with violence?
No one to turn to
Poor anger and emotional managementInfluence by immediete environment
Broken FamilyIssues Solutions
•Biological Father not involved after divorce.
•Negligence of parents
•Uncle Tony is not genuine is his discipline. • Wife is angry at John
• Parents not showing concern in an appropriate way• scolding and caning
•John’s biological father needs to stay involved
•Parents need to show concern •Continue to show love •Authoritative instead of Authoritarian
• Adopt appropriate ways of communicating with John.•Asking questions•solve problems to together•Show that they are genuinely concerned about him
Limitations:Teachers have no rights to step inand deal withfamily problems.
Dianne Baurmind's Parenting StylesParenting Styles and Patterns of Personal
DevelopmentInteraction Styles Parental
Characteristics Child Characteristics
Authoritative Are firm but caring. Explain reasons for rules, and are consistent. Have high expectations.
High self-esteem. Confident and secure. Willing to take risks, and are successful in school.
Authoritarian Stress comformity. Are detached, don't explain rules, and do not encourage verbal give-and-take.
Withdrawn. Worry more about pleasing parent than solving problems. Defiant, and lack social skills.
Permissive Give children total freedom. Have limited expectations, and make few demands on children.
Immature, and lack self-control. Impulsive. Unmotivated
Uninvolved Have little interest in their child's life. Hold few expectations.
Lack self-control and long term goals. Easily frustrated and disobedient.
How the teacher is able to support John emotional needs
Be an authoritative teacher Set a good role model Understand his family situation, be
objective and be a parent figure to John Care and show Concerned Always available for John when he needs
any helps Communicate and interact with Parents
Strategies in communicating with
parents Start the conversation about the positive
side of the child Establish common ground (Academic –
PSLE) Always remain calm and listen objectively
to what the parents have to say Only provide suggestion or advice when
parents ask for one
Audio Recording
Dialing…
Ms. Lee John’s MotherMs. Helen
Bronfenbrenner’s Ecological Systems Theory
Microsystem
Mesosystem
There is a need to increase positive social interaction between parents, teachers and peers
There is a need to increase positive social interaction in his immediate social circle: -parents, teachers and peers
Poor in Studies
Issues Solution
Lack of Motivation(Maslow Hierarchy of Needs)
• Teachers can provide John with a sense of love and belonging in the class/ school environment• Encourage peers to work and study with him• Set aside time after school to conduct remedial with the purpose of encouraging him, not as punishment.
Affected by Past Failues(Learned-Helplessness Theory)
• Extrinsic Motivation• Engage John with manageable tasks which gives him control over his own learning experience and chance to know he can succeed.
Poor Self Concept(Self Worth Theory)
• Create opportunities for John to showcase his strengths in front of the class.
Ostracized by peers
Issues Solutions
• Friends not willing to be in his team• Friends scold him “stupid” when he cannot provide the correct answers (during Maths class)• Poor rapport with his friends• Poor attitude towards his friends • Lack of pro-social skills
• Teachers to be role model, showing good examples to him.• Teach him pro-social skills • Teach him how to deal with problems when he encountered one• Use teachable moments • Covered in depth in After school programme asa solution model.
Violence
Violence is rough or injurious physical force, action, or
treatment.
Theory of Aggression (Albert Bandura) how violent behaviors are developed what provokes people to behave violently what determines whether they are going to
continue in such a pattern
Problems leading to violence conduct
• Belief that everyone is against him
• Poor anger and emotional management
• Unable to share his problems with someone
• Influence by the environment
• Violent games
• Reciprocal determinism
Solutions to violence conduct
• Teachers should set good examples for John
• Teachers should not overreact to angry outbursts and proving structure, kindness and rules, to help children get through it
• Use teachable moments• appropriate ways of dealing with problems
• Educate him in Pro-social skills
• Violent is not the only way out• provides him with suggestions to solve problems
• Behavioral charts• Environmental planning• Self-contracts
After-school programme Definition- being a program designed to provide
care for and educational enhancement to children in the hours immediately following school classes. [1]
Gained prominence in USA in recent years.
They can engage students in productive, pro-social activities as an alternative to unstructured, unsupervised time that many children with working parents may put to ill use, be it in passive television watching or delinquent activities. [2]
After-school programme
To cater to John, special after school program is preferred.
Scaffolding Approach (by Lev Vygotsky): After school programs can include: Challenging
and meaningful learning opportunities such as building of a solar-powered car or simple robotics.
Or activities like making new shapes of local delicacies; Ketupat, Rice dumpling, Aboling. (Scaffolding approach.)
Why these activities?
Backed by Jean Piaget and Lev Vygotsky Piaget :
[1]
Continued...
Lev Vygotsky:
[2]
Summary of Solution
Attempt to tackle parenting style, but has limitations.
Teacher being a good role model, acts as a catalyst to improving John’s behaviour
After school programme to be monitored and catered for John
Analysis for our solution Cross reference with MOE’s After School directives [1]
Schools are increasingly tapping on their Parent Support Groups, alumni members and other stakeholders to help run programmes and provide mentorship to motivate their students. Schools work collaboratively with Family Service Centres (FSCs) and other Voluntary Welfare Organisations (VWOs) to conduct courses and engage the students and their families.
MOE has also worked with MCYS to increase the number of school-based Student Care Centres (SCCs) in primary schools to provide a conducive and safe learning environment for children who need supervision and support before and after school.
Present systems explained by MOE lacks specific lesson modules, “counseling approach”. For show from MOE?
Maslow Hierarchy of Needs
John
Before
Maslow Hierarchy of Needs
JohnAfter
Solutions goes in Cycle
Poor in studies
Ostracized by
peers
Violent Conduct
Main Root:
Broken Family
Improve on the situation he is in at home
After School
Program
Q & A
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