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
 http://www.thefreedictionary.com/after-school  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
Ed psy ppt (final)
Proudly presented by:
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.
Poor in studies Ostracized by peers
Main Concerns Questions Possible Answers
Broken Family •How has the divorce affected
•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
Poor in studies •Is John really poor in studies?
•why is he not working hard?
•Is he affected by his past
•What else is causing him to
suppress his potential?
No. Used to top his class
Lack of Motivation
Poor Self Concept,
Low Self Esteem
Main Concerns Questions Possible Answers
Ostracized by peers Why are his
•Friends not willing to be in
•Friends scolding him
Why does he have
•Poor rapport with his friends
•Poor attitude towards his
•Lack of pro-social skills
They do not see value in
Lack of pro-social skills
Does not know how to
relate to others because
no one is able to relate to
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
Influence by immediete
•Biological Father not involved
•Negligence of parents
•Uncle Tony is not genuine is his
•Wife is angry at John
• Parents not showing concern in
an appropriate way
•scolding and caning
•John’s biological father needs to
•Parents need to show concern
•Continue to show love
•Authoritative instead of
• Adopt appropriate ways of
communicating with John.
•solve problems to together
•Show that they are genuinely
concerned about him
Teachers have no
rights to step in
and deal with
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
High self-esteem. Confident
and secure. Willing to take
risks, and are successful in
Authoritarian Stress comformity. Are
detached, don't explain
rules, and do not encourage
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-
Uninvolved Have little interest in their
child's life. Hold few
Lack self-control and long
term goals. Easily
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
Communicate and interact with Parents
Start the conversation about the positive side of
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
There is a need to
increase positive social
parents, teachers and
There is a need to
increase positive social
interaction in his
immediate social circle:
-parents, teachers and
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
Affected by Past Failues
• 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.
• Friends not willing to be in
• Friends scold him “stupid”
when he cannot provide the
correct answers (during Maths
• Poor rapport with his friends
• Poor attitude towards his
• Lack of pro-social skills
• Teachers to be role model,
showing good examples to
• Teach him pro-social skills
• Teach him how to deal with
problems when he encountered
• Use teachable moments
• Covered in depth in After
school programme as
a solution model.
rough or injurious physical force, action, or
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
• 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
• 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
Definition- being a program designed to provide care for
and educational enhancement to children in the hours
immediately following school classes. 
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. 
To cater to John, special after school program is
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
Backed by Jean Piaget and Lev Vygotsky
Attempt to tackle parenting style, but has
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
Cross reference with MOE’s After School directives 
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?
Improve on the
situation he is in at
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