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Ed psych

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  • In our presentation, we will be mainly focusing on the issues of the teacher as that is something that we can control when we are teachers in the classrooms ourselves. As we exist in the student’s micro system of Bronfenbrenner Ecological Systems Theory, we influence a great deal in their development. We will take these snippets from the scenario and analyze them deeply into seeing the problems they bring to the child and how we, as future teachers should avoid making these mistakes.
  • Skit: I can see that you have put in a lot of effort for your test, I think that’s a tremendous effort. Andy, I just want to say that I can see marked improvements in your results and I strongly believe that it is due to your hard work and commitment. I believe that you can improve further in future tests if you keep up the good work. Look at this, if you improve by 5 more marks, then you would have passed the test. You’re almost there Andy! Congrats!
  • After in-depth analysis and research in the past few weeks, we see how powerful we are as teachers in shaping the lives of children. Things which we initially deem as insignificant turn out to be very impactful to the development of the young ones. Of course, with the understanding of how strong our influence is on the students, it dawns on us the tremendous amount of responsibility and effort that is expected of us in order to provide the young ones with a quality education. From understanding our students’ attributes which then shapes our teaching style to being sensitive with the words we select for use in the classroom and most importantly, how we gain their trust in believing that we are the best source of knowledge that they can find anywhere and every time they step outside our classroom, they can say it with conviction that they have learnt something new.

Ed psych Ed psych Presentation Transcript

  •  
    • Andy is an 11 year old boy
    • Hates Science and always fails his Science test
    • Teacher has low expectations and shouts at him
    • Low self- worth
    • Teacher does not engage students in lessons
    • At home, he lacks self-discipline and is not able to focus
    Scenario 1 Soccer, computer, play.
  • S T U D E N T T E A C H E R Teacher’s Pedagogical Methods “ Look at the number of stars…” boasted Bee Chu. “ Repeat after me.. Cloud becomes rain…” Teacher’s tone of saying “Copy the diagram… No time.” Teacher shows no empathy/ Classroom Management “ Both of you shut your mouths up!” teacher scolded Ahmad and Bee Chu. “ As expected, Andy, you failed the test!” (Teacher talking to Andy) “ Where is your brain?” "I spent so much time learning… but I couldn't remember anything... " (Andy talking to his guy friends) Distracted by TV. Recited to himself but mind wandering. “ I’m not good in Science..” Andy talking to Bee Chu. Slouching while studying. Trying hard to memorize when the phone rang. He sat down, opened his textbook and started mumbling to himself.
  • “ As teachers, it is important to be proficient in their pedagogical methods, understanding how it impacts the students' learning and be sensitive to the needs and feelings of students.”
  • Teacher’s Pedagogical Methods “ Look at the number of stars…” boasted Bee Chu. “ Repeat after me.. Cloud becomes rain…” Teacher’s tone of saying “Copy the diagram… No time.” Teacher shows no empathy/ Classroom Management “ Both of you shut your mouths up!” teacher scolded Ahmad and Bee Chu. “ As expected, Andy, you failed the test!” (Teacher talking to Andy) “ Where is your brain?” T E A C H E R
    • Questions :
    • How does a negative remark by the teacher affect a student?
    • How can a teacher pacify and encourage a student who has recently failed a test?
    Problem 1: Not sensitive to the feelings of students Supporting Evidence: “ Where is your brain?” “ Both of you shut your mouths up!” “ As expected, Andy, you failed the test!” Teacher threw his book into his face.
  • Problem 1: Not sensitive to the feelings of students Solution ~ Skit ~
  • Problem 1: Not sensitive to the feelings of students Solution: Teacher To be Sensitive Theory Definition Uses motivational words; have expectations for Andy Victor Vroom: Expectancy x Value Theory Motivation = Expectation x Value Uses positive attribution statement Bernard Werner: Attribution Theory Cognitive theory of motivation that attempts to systematically describe learners’ beliefs about the causes of their successes and failures and how these beliefs influence motivation to learn.
    • Andy will feel:
    • Encouraged
    • Motivated to improve
    • Less conscious of his classmates
    Result:
    • Questions:
    • How does excessive extrinsic motivation or rewards shape the character of the commended student?
    • How does this also affect the morale of other students who are not praised? Jealousy? Unmotivated? Demoralized?
    Problem 2: Rewards (extrinsic motivation) and punishment system Supporting Evidence: Situation: Bee Chu: Always gets full marks  Boastful, proud Andy: Despondent, envy Bee Chu  Develop incompetent mentality “ Look at the number of stars…” boasted Bee Chu.
  • Problem 2: Rewards (extrinsic motivation) and punishment system Solution: Teacher Fair system Theory Definition Be sensitive to other student’s feelings how they feel when teacher praise only one student Skinner’s Operant Conditioning A form of learning in which an observable response changes in frequency or duration as a result of a consequence. Provide positive reinforcement to those students who have put in effort. Well Done!
    • Questions :
    • How do students learn?
    • What is an effective teaching method? Role play?
    • How can the teacher teach this topic in a meaningful and engaging manner?
    Problem 3: Teaching Style Supporting Evidence: “ Repeat after me.. Cloud becomes rain…” Teacher’s tone of saying “Copy the diagram… No time.”
  • Problem 3: Teaching Style Information Processing: Verbal Linguistic Capacity to use language to express yourself and to understand other people. Logical Mathematical Ability to understand the underlying principles of some kind of casual system. Visual Spatial Ability to present the spatial world internally in your mind. Musical Rhythmic Capacity to think in music, to be able to hear patterns, recognize them and manipulate them. Bodily Kinesthetic Capacity to use your whole or parts of your body to solve problem, make something or put on a production. Naturalist Ability to discriminate among living things as well as sensitivity to other features of the natural world. Intrapersonal Having an understanding of yourself, of knowing who you are, what you can do, etc. Interpersonal Ability to understand other people. Multiple Intelligences
  • Problem 3: Teaching Style Solution: Teacher Considerations Theory Definition Consider students’ learning styles when planning for a lesson. Information Processing Howard Gardner: Multiple Intelligences Theory 8 multiple intelligences Engage students in learning (Role play, Group work, Meaningful learning) Albert Bandura: Social-Cognitive Approach Social origin of behaviour and cognitive thought process that influence human behaviour and functioning. Provide scaffolds to help students achieve tasks which cannot be completed independently. Vygotsky: Zone of Proximal Development (ZPD) Theory A range of tasks that an individual cannot yet do alone, but can accomplished when assisted by the guidance of others. Types of Instructional Scaffolding 1. Modeling 2. Think aloud 3. Questions 4. Adapting instructional materials 5. Prompts and Cues
  • Conclusion Role Development Influence Responsibility Sensitive Trust Knowledge Diversity “ As teachers, it is important to be proficient in their pedagogical methods, understanding how it impacts the students' learning and be sensitive to the needs and feelings of students.”
    • Armstrong, T. (n.d.). Multiple intelligences . Retrieved November 13, 2010, from http://www.thomasarmstrong.com/multiple_intelligences.php
    • Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classrooms (8 th ed.). New Jersey: Pearson.
    • Information Processing . (n.d.). Retrieved November 10, 2010, from http://en.wikipedia.org/wiki/Information_processing
    • Kearsley, G. (n.d.). The theory into practice database . Retrieved November 11, 2010, from http://tip.psychology.org/piaget.html
    • Kearsley, G. (n.d.).  The theory into practice database . Retrieved November 11, 2010, from  http://tip.psychology.org/thorn.html  
    • Lev Vygotsky . (n.d.). Retrieved October 12, 2010, from http://en.wikipedia.org/wiki/Lev_Vygotsky
    • Santrock, J. W. (2009). Educational Psychology (4th ed.) (McGraw-Hill International Edition). Boston: McGraw-Hill.
    • Tan, O. S., Parsons, R. D., Hinson, S. L., & Sardo-Brown, D. (2011). Educational Psychology: A practitioner-researcher approach . An Asian Edition (2 nd ed). Singapore: Thomson.
    • Zone of proximal development . (n.d.). Retrieved October 12, 2010, from http://en.wikipedia.org/wiki/Zone_of_proximal_development
    References
  • Muhammad A’srie Bin Che Ali Al Juffri Bin Mahmod Lim Kian Wah Tay Shu Xia Cassandra