tg14 group 1 qed 528 educational psychology presentation 13.10.2011
TRANSCRIPT
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PBL Assignment Presentation:
Parents-Teachers-Peers-Jeremy Effects on Learning Behaviours
Presented by: Farhati, Shariza, Shirlyn Tay, Valerie Wong, Simon Sng
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Problem Statement:
As a teacher, it is important for Ms Low to understand the factors that can affect Jeremy's learning in the classroom; and the strategies she can adopt to help him learn better.
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Misalignment of expectations, goals and rewards
Negative and abusive remarks towards Jeremy
Today’s Checklist
Identified Problems
Theories identified to explain problems and to generate Solutions
Ms. Low’s perception on the parents’ nonchalance
Pare
nts
Peer
s Ostracization towards Jeremy
Parenting style
Jeremy’s lack of security and sense of belonging
Teac
hers
Parenting style vs. Teaching Style
Failure to establish a safe and supportive environment
Inherent heuristic biases subjected to colleague’s influence
Bronfenbrenner’s Bioecological Model
Braumrind’s Parenting Style Theory
Bandura’s Social Cognitive Theory
Skinner’s Operant Conditioning Theory
Maslow’s hierarchy of needs
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Overall Quadripartite Relationship - Interdependent & Affecting Jeremy-
Teachers
Peers
Parents
• Parents vs. Jeremy = Microsystem• Parents vs. Teachers = Mesosystem
• Teachers vs. Jeremy = Microsystem• Teachers vs. Peers = Mesosystem• Teachers vs. Teachers = Mesosystem
• Peers vs. Jeremy = Microsystem• Peers vs. Teachers = Mesosystem
Bronfenbrenner’s Bioecological
Model
Parents
Teachers
Jeremy
Peers
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Role Play Time
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Problems & Solutions
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Parents
Authoritarian Parenting Style; High Expectations & Unresponsive
Ms. Low’s/Other teachers’ perception on his parent’s nonchalance
Misalignment of expectations/ goals/rewards on Jeremy(Parents vs. Teachers)
Parents’ Attitude affects Jeremy’s Learning
MesosystemParents Teacher
Jeremy
MicrosystemMicrosystem
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Parents’ Attitude affects Jeremy’s LearningJeremy’s life is ruled by a timetable. He has to complete tasks by his parents and only gets to take a ‘break’ as he only has to attend enrichment classes like swimming and taekwondo. Even his holidays are packed. (Pg. 14)
His parents spent huge monthly amounts on tuition and enrichment activities for Jeremy. (pg 14)
Jeremy gets to see his maid more often than his parents and he has only one friend, a toy dinosaur named Dino. (pg 14)
Jeremy’s parents blamed each other for Jeremy’s poor results and blamed the school teachers for contributing to the poor results (pg 16)
Jeremy feared and dreaded the thought of his mum giving him more tuition and cancelling his swimming classes due to his poor results. Jeremy placed priority on home tasks and did well in them as compared to school tasks.
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Parents’ Attitude affects Jeremy’s LearningProblem:
Parenting Style Theory
1. Authoritarian Parenting Style; High Expectations & Unresponsive
Stress conformity to high expectations
Detached and unresponsive
Rejecting and negative
Non compromising
Non encouraging
Do not explain rules
Withdrawn and defiant
Worry more about pleasing parents than solving problems
Grades, motivation and relationships with teachers are affected negatively
Parents’ Attitude affects Jeremy’s Learning
Solution: Parenting Style Theory (What?)
1. Ms. Low could advise the parents to switch to Authoritative Style
instead of their current Authoritarian Style
Parents’ BehavioursFirm but caring. Explain reasons for rules, and are consistent. Have high expectations , give encouragement, recognition and praises.
Impact on Jeremy’ s Learning Behaviours High Self-Esteem, Confident and Secure. Willing to take risks and are successful in school. Motivated in learning in school.
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Parents’ Attitude affects Jeremy’s LearningSolution: Parenting Style (How?)
1. Self-determination theory To raise motivation in learning
i. Promote autonomy by allowing Jeremy more freedom in
planning his own activities
ii. Promote relatedness by allowing Jeremy to participate in
class bonding activities and CCA
iii. Promote competence by providing Jeremy opportunities to
exercise his capacity to reason and to judge instead of using
a “do as I say” approach
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Parents’ Attitude affects Jeremy’s LearningSolution: Parenting Style (How?)
2. Maslow ‘s hierarchy of needs To fulfil Jeremy’s sense of
belonging to allow him to focus on attaining growth needs
• Advise the parents to spend more quality time with Jeremy
• Give more love, affection and concern to Jeremy
Missing sense of belonging and love.
Fulfilled due to wealthy family background and relatively stable living environment
Low self-esteem and low self-efficacy
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Parents’ Attitude affects Jeremy’s LearningSolution: Parenting Style (How?)
3. Suggests the parents to attend parenting workshops
• Make parents aware of the impacts of different parenting styles
on a child’s development
• Help them to be aware of their own parenting styles
• Help them to be aware of the steps they can undertake to
become authoritative parents
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Parents’ Attitude affects Jeremy’s LearningSolution: Parenting Style (Why?)
1. Meso & microsystem will impact Jeremy’s learning
2. Ms Low and/or Jeremy’s parents adopt an authoritative style to
complement each other (Teacher’s interactive style equally
effective as to those of parents.)
Parents
Teachers
Jeremy
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Ms. Low’s/Teachers’ Perception on his parent’s nonchalance
Problem: Ms. Low’s/Teachers’ perception on his parent’s nonchalance
1. Ms Low’s negative perception of Jeremy’s parents affects Ms
Low’s attitude towards Jeremy which affects Jeremy’s learning
process
• Attribution Bias
Mesosystem
Parents Teacher
Jeremy
Microsystem
Vs.
Microsystem
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Solution: Ms. Low’s/Teachers’ perception on his parent’s nonchalance
1. To improve communication/interaction with the parents to find
out more on their difficulties so that Ms Low could understand
and relate to the parents
2. To remain objective and not to transfer her displeasure or bias
towards the parents to Jeremy (Advises her colleagues who are
teaching Jeremy to do the same)
Ms. Low’s/Teachers’ Perception on his parent’s nonchalance
Misalignment affects Jeremy’s Learning
Problem: Misalignment of -
1. Parent’s expectation on teacher’s role and teacher’s expectation
on Parent’s role (Parents vs. School)
2. Goals & rewards for Jeremy
• Rewards from Teacher: Possibly none
• Rewards from Parents: Swimming, Taekwondo
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Solution: Ms Low & Jeremy’s parents are to:
Work on commonly agreed goals and consistent rewards. (Why?)
• Jeremy’s behaviour (Response) Parents & Ms Low (Stimuli)
• Extrinsic motivation in Jeremy intrinsic motivation
• Priority of Home Tasks over School Equal Priorities
Misalignment affects Jeremy’s Learning
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Solution: Ms Low & Jeremy’s parents are to:
Work on commonly agreed goals and consistent rewards. (How?)
• Reducing tuition sessions if Jeremy performs well in school
• Increasing swimming and taekwondo sessions if Jeremy performs
well in school
• Allowing Jeremy to participate more frequently in class gatherings
and outings if he performs well in school
Misalignment affects Jeremy’s Learning
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Misalignment of expectations, goals and rewards
Negative and abusive remarks towards Jeremy
Today’s Checklist
Identified Problems
Theories identified to explain problems and to generate Solutions
Ms. Low’s perception on the parents’ nonchalance
Pare
nts
Peer
s Ostracization towards Jeremy
Parenting style
Jeremy’s lack of security and sense of belonging
Teac
hers
Parenting style vs. Teaching Style
Failure to establish a safe and supportive environment
Inherent heuristic biases subjected to colleague’s influence
Bronfenbrenner’s Bioecological Model
Parenting Style Theory
Bandura’s Social Cognitive Theory
Skinner’s Operant Conditioning Theory
Maslow’s hierarchy of needs
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Role Play Time
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Problems & Solutions
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Peers’ Attitude affects Jeremy’s Learning
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Peers
Negative and abusive remarks towards Jeremy
Ostracization towards Jeremy
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Peers’ Attitude affects Jeremy’s LearningJeremy wished he could leave the class immediately. He never felt belonged here and sat alone during recess. Alan: “Don’t bother asking our busy classmates lar. He has something on everyday!” (pg13)
When Jeremy did not contribute to group work & gave the wrong answer ‘Nitrogen’ – Caleb says “You dumb or what?” & “ You stupid or what?” (pg13)
Caleb: “Aiya! People’s family rich what! You jealous is it? You think everybody like us meh, have to work on weekends for our own pocket money?” (pg 14)
Teacher did not prohibit the use of abusive language - “Stupid you” or “fat”(pg 13)
Teacher threatened to decide the groupings for Jeremy, instead of helping him to integrate into the class (pg14)
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Peers’ Attitude affects Jeremy’s LearningProblem :
1. Lack of security & sense of belonging in the class environment
2. Struggles to fulfill his deficiency needs
3. Unable to reach for his growth needs (Academia)
Negative, abusive remarks and Ostracization towards Jeremy without the intervention of teachers
Fulfilled due to wealthy family background and relatively stable living environment
Low self-esteem and low self-efficacy
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Peers’ Attitude affects Jeremy’s LearningSolution:
1. To create a supportive learning environment to increase Jeremy’s
self-efficacy & to fulfill his social & self-esteem needs
(Watson & Ecken, 2003)
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Peers’ Attitude affects Jeremy’s LearningSolution:
Social Cognitive Theory (Albert Bandura) - Learnt observations
Positive Role Modelling Social Persuasion
Ms Low to display positive attitude towards Jeremy
How?
1. Avoid negative comments, in front of his classmates
2. Take initiative to communicate with Jeremy
Positive comments -> positive expectations -> high self-efficacy
How?
1. Deter teachers & classmates from casting negative remarks
2. Encourage positive comments to be directed to Jeremy
Peers’ Attitude affects Jeremy’s LearningSolution:
Positive Reinforcement: Encouraging, praising and acknowledging Jeremy and the peers’ attempt in engaging / helping each other.
Presentation Punishment: Students who say negative remarks will be warned and sent to the discipline master.
Removal Punishment: Students who refuse to co-operate as a group positively will get their recess cut.
Behaviorist Learning Theory (Skinner)-To foster a supportive learning environment
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Peers’ Attitude affects Jeremy’s LearningSolution:
Sense of belonging:
1. Teachers should assign groupings to ensure that Jeremy will be in a supportive group
2. Implementing buddy systems; pairing Jeremy up with classmates such as Misha who are more accepting
Self-Esteem & Self Efficacy
3. Encourage Jeremy by helping him to set specific, challenging while realistic goals
4. Design tasks based on Jeremy’s ability level to provide him chances to succeed
3. Provide extra guidance and scaffolding to help Jeremy
succeed in tasks
Maslow’s hierarchy of needs-To promote sense of belonging and self esteem
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Misalignment of expectations, goals and rewards
Negative and abusive remarks towards Jeremy
Today’s Checklist
Identified Problems
Theories identified to explain problems and to generate Solutions
Ms. Low’s perception on the parents’ nonchalance
Pare
nts
Peer
s Ostracization towards Jeremy
Parenting style
Jeremy’s lack of security and sense of belonging
Teac
hers
Parenting style vs. Teaching Style
Failure to establish a safe and supportive environment
Inherent heuristic biases subjected to colleague’s influence
Bronfenbrenner’s Bioecological Model
Parenting Style Theory
Bandura’s Social Cognitive Theory
Skinner’s Operant Conditioning Theory
Maslow’s hierarchy of needs
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Overlapped with Parents’ and Peers’ Sections due to the close interaction between the three parties.
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Desired Outcome:
With the cooperation of parents, teachers and peers in creating a supportive learning environment, Ms Low aims to increase Jeremy’s self-efficacy in order to improve his learning and positively shape his learning behaviours.
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Quadripartite Relationship
Identifying Problems
Generating Solutions
Solutions are not mutually exclusive
Summary
Thank You
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References
• Bandura, A. (1989). Social Congnitive Theory. In R. Vasta (Ed.), Annals of child
development (Vol.6, pp. 1-60). Greenwich, CT:JAI Press.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Bandura, A. (2001). Social Cognitive Theory. In Annual Review of Psychology. Palo Alto,
CA: Annual Review.
• Baumrind, D. (1991). The influence of parenting style on adolescent competence and
substance use. Journal of Early Adolescence, 11, 56-95.
• Brantley, D.C., & Webster, R.E. (1993). Use of an independent group contingency
management system in a regular classroom setting. Psychology in the Schools, 30(1),
60-66.
• Bronfenbrenner. U. (1989). Ecological Systems Theory. In R. Vasta (ed.), Annals of child
development, vol.6.
• Collins, W.A., Maccoby, E.E., Steinberg, L., Hetherington, E.M. & Bornstein, M.H.
(2000). Contemporary research on parenting: The case for nature and nurture.
American Psychologist, 55, 218-232 .
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References
• Gill, M., Achton, P., & Algina, J. (2003). Authoritative Schools: A test of a model to
resolve the school effectiveness debate. Contemporary Educational Psychology, 29,
389-409
• Learning Theories Knowledgebase (2011, September). Social Development Theory
(Vygotsky) at Learning-Theories.com. Retrieved September 19th, 2011 from
http://www.learning-theories.com/vygotskys-social-learning-theory.htm
• Maccoby, E.E, & Martin, J.A. (1983). Socialization in the context of the family. Parent-
child interation. In P.H. Mussen & E.M. Hetherington, Handbook of child psychology:
Vol.4. Socialization, personality and social development (4th ed.). New York: Wiley.
• Maccoby, E.E (1992). The role of parents in the socialization of children: An historical
overview. Developmental Psychology, 28, 1006-1017..
• Maslow, A. (1968). Toward a psychological of being (2nd ed.). New York: Van Nostrand.
• Maslow, A. (1987). Motivation and personality (3rd ed.) New York: Harper & Row.
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References
• Piaget, J. (1969). Science of education and the psychology of the child. New York:
Viking.
• Piaget, J. (1968). Six psychological studies. New York: Vintage.
• Piaget, J. (1964). Development and learning. In R. Ripple and V.Rockcastle (Eds), Piaget
rediscovered (p. 78-119). Washington, DC: U.S. Office of Education, National Science
Foundation.
• Skinner, B.F. (1953). Science and Human Behaviour. New York: The Free Press.
• Skinner, B.F. (1968). The Technology of Teaching. New York: Appleton-Century-Crofts.
• Skinner, B.F. (1974). About behaviourism. New York: Alfred A. Knopf.
• Watson, Merilyn & Ecken, Laura (2003) Learning to Trust: Transforming Difficult
Elementary Classrooms Through Developmental Discipline. San Francisco, CA: Joey-
Bass.
• What Is Sociocultural Theory? By Kendra Cherry, About.com Guide
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References
• Mcleod, S.A. (2007). Vygotsky. Retrieved 19 September 2011, from
http://www.simplypsychology.org/vygotsky.html.