1. Miss Rita Mr Yeo Students 1. Gave irresponsible suggestion 3.Changed teaching plan to please others 2. Imposed personal view 4.Pitched at wrong teaching level 5.Unprepared for class 6. Inflexible to changes during lesson 7. Changed answer reflectively(Joel) 8.Gawked at student (Joel) for wrong answer 9.Could not elaborate answer(Aisha) 10. Didn’t scaffolding the lesson 12. Attributed faults 11.Attributed faults

2. Miss Rita Mr Yeo PROBLEM 1 He did not find out the context and situation before making suggestions Not responsible for what he says, not encouraging, not sensitive 1. Gave irresponsible suggestion 2. Imposed personal view 12. Attributed faults

3. Miss Rita Mr Yeo PROBLEM 1 He did not find out the context and situation before making suggestions Theories Deductive Reasoning [Piaget] Heard & Presume that class should be of higher learning abilities Attribution theory [Weiner 1979] accused Ms Rita for not letting him know that the class has no prior knowledge. ZPD [Vygotsky] His proposed teaching strategies did not take into account the students’ ZPDs 1. Gave irresponsible suggestion 2. Imposed personal view 12. Attributed faults

4. Miss Rita Mr Yeo PROBLEM 1 He did not find out the context and situation before making suggestions Solution He should have added a disclaimer to his suggestions that these strategies might have worked for his previous classes, but different classes have different ZPDs. 1. Gave irresponsible suggestion 2. Imposed personal view 12. Attributed faults

5. Miss Rita Mr Yeo PROBLEM 2 Imposes his view on others : “must” Establishes himself as an expert – narcissistic, too full of himself Overconfidence Bias [Kahneman & Tversky 1995]; Overconfidence in his own experience, trying to prove that he’s better than her 1. Gave irresponsible suggestion 2. Imposed personal view 12. Attributed faults

6. Miss Rita Mr Yeo PROBLEM 2 Imposes his view on others : “must” Establishes himself as an expert – narcissistic, too full of himself Theories Performance Orientation losing means losing face and reputation [Dweck1990] Develop a fixed mindset that he is always right [Dweck 2006] Criticizing one of the barriers to effective verbal communication [Gordon 1970] 1. Gave irresponsible suggestion 2. Imposed personal view 12. Attributed faults

7. Miss Rita Mr Yeo PROBLEM 2 Imposes his view on others : “must” Establishes himself as an expert – narcissistic, too full of himself Theories Overcontrol Dictating Ms Rita what she should do thus destroying her natural curiosity of exploration [Teresa Amabile 1993] Selective Attention He’s engaging in selective attention, advising Ms Rita generally, without finding out the specific situation [Santrock, 273]. 1. Gave irresponsible suggestion 2. Imposed personal view 12. Attributed faults

8. Miss Rita Mr Yeo PROBLEM 2 Imposes his view on others : “must” Establishes himself as an expert – narcissistic, too full of himself Solution He needs to engage executive attention, involve error planning and monitoring progress on tasks [Santrock, 273]. 1. Gave irresponsible suggestion 2. Imposed personal view 12. Attributed faults

9. Mr Yeo PROBLEM 1 Insecure – too eager to please her peers, try too hard to make herself look good – emotionally driven Theories Extrinsic motivation She wants to look good in front of her peers, and thus she takes their advice without much thought. Reduced intrinsic motivation The overbearing Mr Yeo ‘forces’ suggestions for Ms Rita, causing her to lose some sense of self-determination, “but I wonder whether the activities will help”. This reduces her intrinsic motivation and sense of personal responsibility [Santrock 2008] Miss Rita 3.Changed teaching plan to please others

10. Mr Yeo PROBLEM 1 Insecure – too eager to please her peers, try too hard to make herself look good Theories Theory of neurotic need: The need for affection and approval; pleasing others and being liked by them [Horney 1942] Kohlberg’s Theory of Moral Development(Kohlberg, 1971): Universal Stage Model of Moral Maturity Level: Stage 3/Halo Level (Gd boy/Girl Morality / Seeking for other’s Approval) Miss Rita 3.Changed teaching plan to please others

11. Mr Yeo PROBLEM 1 Insecure – too eager to please her peers, try too hard to make herself look good Solution She needs more critical thinking before applying their suggestions. Miss Rita 3.Changed teaching plan to please others

12. Students PROBLEM 2 She assumes that all the student have prior knowledge Theories Schema theory According to the schema theory [Tan, 291], students require prior knowledge to learn Solution Do an online questionnaire to determine prior knowledge Miss Rita 4.Pitched at wrong teaching level 6. Inflexible to changes during lesson 8.Gawked at student (Joel) for wrong answer 10. Didn’t scaffolding the lesson 11.Attributed faults

13. Students PROBLEM 3 She is not pitching her lesson at the right level high expectations Theories ZPD [Vygotsky] She has pitched her lesson outside of their zone of proximal development [Vygotsky], making it very difficult for them to learn anything. Miss Rita 4.Pitched at wrong teaching level 6. Inflexible to changes during lesson 8.Gawked at student (Joel) for wrong answer 10. Didn’t scaffolding the lesson 11.Attributed faults

14. Students PROBLEM 3 She is not pitching her lesson at the right level high expectations Solution After she has assessed their prior knowledge (e.g. by using an online questionnaire), she can pitch the lesson within their zone of proximal development. Use hypothetical deductive theory to teach [Santrock, 46]. Inquiry-based learning: even if the student doesn’t know the answer, Ms Rita can lead them to the solution. Miss Rita 4.Pitched at wrong teaching level 6. Inflexible to changes during lesson 8.Gawked at student (Joel) for wrong answer 10. Didn’t scaffolding the lesson 11.Attributed faults

15. Students PROBLEM 4 She finds fault with external factors Theories Shifting Locus of Control[Tan, 2011: 335] She attributes fault to external factors, and shifts the locus of control [Tan, 2011: 335] away from herself towards her students (caused by failure-avoidance [Covington 1984]). This will reduce the incentive for her to put in more effort, as she would think that her work would go to waste with such poor students anyway Miss Rita 4.Pitched at wrong teaching level 6. Inflexible to changes during lesson 8.Gawked at student (Joel) for wrong answer 10. Didn’t scaffolding the lesson 11.Attributed faults

16. Students PROBLEM 5 Inflexible to changes during lesson - Pre-conceived notions of what was going to happen in class Theories Egocentrism [Tan, 2011: 82] She thinks that her lesson is very good, thus expects her students to see it in a similar light (repeated root cause) Perfectionist She thinks that mistakes are unacceptable, and always expects nothing but the best results. Hence she takes the failures of her students to answer to heart and is personally affected [Santrock] Miss Rita 4.Pitched at wrong teaching level 6. Inflexible to changes during lesson 8.Gawked at student (Joel) for wrong answer 10. Didn’t scaffolding the lesson 11.Attributed faults

17. Students PROBLEM 5 Inflexible to changes during lesson - Pre-conceived notions of what was going to happen in class Theories Splintered development [Santrock, 33] Good at preparation but bad with dealing with unexpected situations Bronfenbrenner’s ecological systems theory [Santrock, 74] Ms Rita has turned the classroom into a negative learning environment Miss Rita 4.Pitched at wrong teaching level 6. Inflexible to changes during lesson 8.Gawked at student (Joel) for wrong answer 10. Didn’t scaffolding the lesson 11.Attributed faults

18. Students PROBLEM 5 Inflexible to changes during lesson - Pre-conceived notions of what was going to happen in class Solution She needs to understand Bronfenbrenner’s ecological systems theory, which states that the environment can influence the link between the teacher and students, and be careful not to make the classroom a hostile environment. Miss Rita 4.Pitched at wrong teaching level 6. Inflexible to changes during lesson 8.Gawked at student (Joel) for wrong answer 10. Didn’t scaffolding the lesson 11.Attributed faults

19. Students PROBLEM 6 She gawked at Joel when he gave the wrong answer Theories Moralizing [check Santrock pg522] Bronfenbrenner’s ecological systems theory [Santrock, 74] Ms Rita has turned the classroom into a negative learning environment Pavlov students will come to associate classroom with criticism [Santrock, 234] Miss Rita 4.Pitched at wrong teaching level 6. Inflexible to changes during lesson 8.Gawked at student (Joel) for wrong answer 10. Didn’t scaffolding the lesson 11.Attributed faults

20. Students PROBLEM 6 She gawked at Joel when he gave the wrong answer Solution She should choose effective reinforcements (both positive and negative) instead of punishments [Premack principle, Santrock, 239], to encourage student participation. She needs to understand Bronfenbrenner’s ecological systems theory, which states that the environment can influence the link between the teacher and students, and be careful not to make the classroom a hostile environment. (Same as the previous problem) Miss Rita 4.Pitched at wrong teaching level 6. Inflexible to changes during lesson 8.Gawked at student (Joel) for wrong answer 10. Didn’t scaffolding the lesson 11.Attributed faults

21. Miss Rita PROBLEM 1 Joel is not prepared for class Theories Expectation value theory [Feather 1982] He doesn’t see any reason to prepare for Ms Rita’s class 5.Unprepared for class 7. Changed answer reflectively(Joel) 9.Could not elaborate answer(Aisha) Students

22. Miss Rita PROBLEM 1 Joel is not prepared for class Solution Ms Rita should give them a pre-activity to do. This gives them a reason to read up beforehand, and raise their awareness and knowledge prior to the lesson 5.Unprepared for class 7. Changed answer reflectively(Joel) PROBLEM 2 She assumes that all the student have prior knowledge 9.Could not elaborate answer(Aisha) Students

23. Miss Rita PROBLEM 2 Joel changed his answer according to teacher’s reaction His answer was “Tsunamis are caused by high atmospheric pressure!” When I gawked at him in disbelief, he quickly changed his answer to “No, its low atmospheric pressure.” 5.Unprepared for class 7. Changed answer reflectively(Joel) 9.Could not elaborate answer(Aisha) Students

24. Miss Rita PROBLEM 2 Joel changed his answer according to teacher’s reaction Theories Deductive thinking “if its not high, it should be low” Demoralisation He was demoralized by Ms Rita’s gawking 5.Unprepared for class 7. Changed answer reflectively(Joel) 9.Could not elaborate answer(Aisha) Students

25. Miss Rita PROBLEM 2 Joel changed his answer according to teacher’s reaction Theories Piaget Concrete Operational Stage As Singapore does not experience tsunamis, Tsunami remains an abstract idea in the students. Recent estimates upwards of 75% of children are still primarily concrete thinkers at 12, 13, 14 (Pg 89 of Tan.), so the class may not be able understand abstract ideas that well 5.Unprepared for class 7. Changed answer reflectively(Joel) 9.Could not elaborate answer(Aisha) Students

26. Miss Rita PROBLEM 2 Joel changed his answer according to teacher’s reaction Solution Bronfenbrenner’secological systems theory, She needs to be careful not to make the classroom a hostile environment. She should choose effective reinforcements (both positive and negative) instead of punishments 5.Unprepared for class 7. Changed answer reflectively(Joel) PROBLEM 5 Inflexible to changes during lesson PROBLEM 6 She gawked at Joel when he gave the wrong answer 9.Could not elaborate answer(Aisha) Students