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Ed psy ppt (final)

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Done By: Calista, Derek, Joel, Yao Lun

Done By: Calista, Derek, Joel, Yao Lun


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  • *need to edit*
  • Run through the problems briefly
    Show how each problem links to the next in the order of: Broken family  poor in studies  ostracized by peers because he is weak in his studies and not contributing  makes him feel threatened and ‘friend-less’ causing him to turn violent

    How the other problems are build upon this root


    Give individual solutions to solve each of the segments and show how they are only the surface and how we have to tackle the root. Analogy of weeds. You can’t cut weeds, you have to uproot them.

    Give solutions to solve the root: Broken family
    -teach John how to cope with his family situation and not allow it to affect him aversely

    Future follow up (holistic thinking)

    Limitations to the solutions
  • Helping your kids cope with your divorce means providing stability in your home and attending to your children’s physical and emotional needs with a reassuring, positive attitude.
    I need both of you to stay involved in my life. Please write letters, make phone calls, and ask me lots of questions. When you don’t stay involved, I feel like I’m not important and that you don’t really love me
  • Thus in the case scenario, the possible solution to helps John would be being an authoritative teacher, allowing John to feel belong in the classroom and making school a home to him. Teachers have to be John's role model, teachers have to understand his family situation, be objective about it and to be a parent figure to John, caring and providing emotional support. Interaction between parents and teachers is very important too, teacher will have to be sensitive of what and how she is going to communicate with John's mother, perhaps, the teacher can bring across the concern of John's learning in school and how it may affects his upcoming PSLE as it is very logical of how both parents and teachers are concerns about their child/student academic especially facing a major examinations.
  • do not start off with a negative conversation about the child, as this may shows the teacher is merely just going to complain about her child and may lead to another side effects of the child getting scolded/caned
    focus on the main concerned about the child (academic – as both parent and teacher will be concerned about)

    If you are taking a pedagogical approach that raises questions, work to show parents the benefits of your methods and explain your reasoning to them; and
    Hold a parent meeting the first month of the school year in which you talk about your expectations for student achievement and behavior, leave time for questions, and if you don't know the answer promise to call soon with one.
    http://www.educationoasis.com/resources/Articles/working_with_parents.htm

  • Interaction between Family, School and Peers is Important and influential
    Thus, it is important for teacher to build a strong relationship and interaction with parents, holding parent’s teachers meeting every now and then. Making phone calls to show concerns or to bring out an issue and constantly updates the parents about the progress of the child.

  • … the key ingredient in a child being able to think well of self was love, unconditional love! Children, who were confirmed in the belief that they were loved unconditionally, were children who were able to think well of themselves, almost totally independent of accomplishment or material wealth. 

    Teachers should take this research very seriously. Many people feel that stress is a healthy part of growing; heralding that famous quote "what doesn’t kill you makes you stronger"?. This may be true, in small amounts. However, any teacher knows that students get sick right around and after a highly stressful time, such as midterms and finals. For students to succeed, they should be given control over their learning experience to help them to stay happy and healthy, which will help them to learn more (personal experience answer? Maybe when happier, more interested, more likely to take learning into your own hands). Too much stress is bad for (reasons above).
  • Refer to after school programmes to solve this
  • Articles about violent games (youtube – news clip about how gaming affects youth)

    US kid shooting incident
  • [1] http://www.thefreedictionary.com/after-school
    [2] Building effective after-school programs By Olatokunbo S. Fashola, Corwin Press, 2002, pp. Foreword ix.

  • Solve ostracised by peers problem, violence problem, de-motivation problem. Explain in script.
  • 1. A Blueprint for Promoting Academic and Social Competence in After-School Programs, Thomas P. Gullotta, Martin Bloom, Springer, 2009 , pp. 34.
  • 2. A Blueprint for Promoting Academic and Social Competence in After-School Programs, Thomas P. Gullotta, Martin Bloom, Springer, 2009 , pp. 35.
  • After school program

    Constructive games, workshops

    Compare our solutions with OTHER models which have work effectively – move on to limitations
  • Emphasis on last point.
  • Comparing before and after of our solution according to this chart/table.
  • All the books used berk, eggen, home family
  • Transcript

    • 1. Proudly presented by: Calista Derek Joel Yao Lun
    • 2. 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.
    • 3. John’s broken family is affecting his learning.
    • 4. Main Root: Broken Family Poor in studies Ostracized by peers Violent conduct
    • 5. Main 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
    • 6. Main 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 skills Does 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 management Influence by immediete environment
    • 7. Issues 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 in and deal with family problems.
    • 8. Parenting Styles and Patterns of Personal Development Interaction 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.
    • 9.  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
    • 10.  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
    • 11. 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
    • 12. 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.
    • 13. 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 as a solution model.
    • 14.  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
    • 15. • 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
    • 16. • 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
    • 17.  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]
    • 18.  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.)
    • 19.  Backed by Jean Piaget and Lev Vygotsky  Piaget : [1]
    • 20.  Lev Vygotsky: [2]
    • 21.  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
    • 22.  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?
    • 23. Poor in studies Ostracized by peers Violent Conduct Main Root: Broken Family Improve on the situation he is in at home After School Program
    • 24. After-school. (2010). Retrieved October 21, 2010, from The free dictionary by Farlex, Inc. Web site: http://www.thefreedictionary.com/after-school Attribution Theory and Motivation. (n.d.). Purdue University Calumet. Retrieved November 11, 2010, from http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy5/edpsy5_attribution.htm Berk, L.E. (2006). Child Development. (7th Ed.). United States of America: Pearson Education. Inc. Bruns, C., Mcfall, L., McFall, M., Persinger, T., & Vostal, B. (2000). Great expectations? Retrieved October 21, 2010, from Miami university. Web site: http://www.users.muohio.edu/shermalw/edp603_group2-f00.html Conner, M. G. (2008). Is your child failing or unmotivated? . Retrieved October 21, 2010, from crisis counseling. Web site: http://www.crisiscounseling.com/ Covington, M. V. (2002). Making the grade: a self-worth perspective on motivation and school reform (Reprint. ed.). Cambridge: Cambridge Univ. Press. Diener, C., & Dweck, C. (1980). An analysis of learned helplessness: II. The processing of success. Journal of Personality and Social Psychology, 39, 940-952Learned Helplessness and School Failure Part 1. (n.d.).Turned-Off Child. Retrieved November 11, 2010, from www.turned- offchild.com/articles/Learned%20Helplessness%20and%20School%20Failure%20-%20Part%201.pdf Eggen, P., & Kauchak, D. (2010). Education Psychology: Windows on Classrooms. (8th Ed.). New Jersey: Pearson Education. Inc. Fashola, O. S. (2002). Building effective after-school programs. CA: Corwin Press. Geography and motivation. (2010). Retrieved October 21, 2010, from SCIPS. Web site: http://www.scips.worc.ac.uk/subjects_and_challenges/geography/geog_motivation.html
    • 25. Gestwicki, C. (2007). Home, School, and Community Relations. (6th Ed.). United States: Thomson Delmar Learning. Gullotta, T. P., Bloom, M. (2009). A Blueprint for Promoting Academic and Social Competence in After-School Programs. New York: Springer Isom, M. D. (1998). The social learning theory. Retrieved October 21, 2010. from the Florida State University, Department of Criminology . Web site: http://www.criminology.fsu.edu/crimtheory/bandura.htm Khurana, S. (2010). Student motivation quotes. Retrieved October 21, 2010, from About.com guide Web site: http://quotations.about.com/cs/inspirationquotes/a/Teacher31.htm Learned Helplessness. (n.d.). Emotional Competency - Explore the Logic of Passion. Retrieved November 11, 2010, from http://www.emotionalcompetency.com/helpless.htm Ministry of education Singapore (2010). Retrieved October 21, 2010, from Singapore government. Web site: http://www.moe.gov.sg/media/parliamentary-replies/2010/01/after-school- programmes.php Motivating Students by Cultivating Self-Worth | Education & Training > Teaching & Teachers from AllBusiness.com. (n.d.). Small Business Advice and Resources from AllBusiness.com. Retrieved November 11, 2010, from http://www.allbusiness.com/agriculture-forestry-fishing-hunting/1046038-1.html Rhem, P. (2001). Pygmalion in the classroom. Retrieved October 21, 2010, from Oryx Press. Web site: http://www.ntlf.com/html/pi/9902/pygm_1.htm Tan, O.S., Parsons, R.D., Hinson, S.L. & Sardo-Brown, D. (2011). Educational Psychology: A Practitioner- Researcher Approach. Singapore: Cengage Learning Asia Pte Ltd