This document discusses engineering and sustaining pupil loyalty through training. It begins by examining theories of child development, including Erik Erikson's stages of psychosocial development and Jean Piaget's stages of cognitive development, to understand the construct of a pupil. It then explores the concept of loyalty and its dimensions.
To engineer pupil loyalty, the document recommends that teachers get ahead of pupils by understanding their learning interests and zone of proximal development. Teachers should also expect pupils by becoming more knowledgeable on topics of interest. Finally, teachers should deliver by applying reciprocal teaching techniques that stimulate self-actualization and have pupils teach others.
Sustaining loyalty involves maintaining high expectations, communicating respect, being fair and remembering pupils to foster ongoing
2. TRAINING CONTENT
THE CONSTRUCT OF A
PUPIL
THE ERIK ERIKSON PERSONALITY
DEVELOPMENTTHEORY
THE JEAN PIAGET COGNITIVE
DEVELOPMENT
UNDERSTANDINGTHE
CONCEPT OF LOYALTY
ENGINEERING PUPIL’S
LOYALTY –
THE LEOPARD PREY MODEL
AHEAD
EXPECT
DELIVER
SUSTAINING LOYALTY –
PUPIL ENGAGEMENT
3. INTRODUCTION
At the heart of educational
processes lies the child. No
advances in policy, no acquisitions
of new equipment have their
desired effect unless they are in
harmony with the nature of the
child, unless they are
fundamentally acceptable to him.
Knowledge of the manner in
which children develop, therefore
is of prime importance, both in
avoiding educationally harmful
practices and introducing
effective ones.
PLOWDEN REPORT -1967
4. Why do we have to study
child development in
understanding how they learn?
◦ The psychoanalytic view suggest
and posits that early experience
in childhood (pupil) have an
important influence on
development and behaviour in
the course of and later in life (
Kendra Cherry,
psychology.about.com.Accessed
on 1 march, 2015.)
5. THE CONSTRUCT OF
A PUPIL
Dictionary.com : a pupil is a
person, usually young, who is
learning under the close
supervision of a teacher at
school, a private tutor, or the
like - student.
6. THE ERIK ERIKSON
THEORY
This theory proposed several
SEQUENTIAL STAGES which man
goes through in a lifetime.
The theory opines that the
yardstick for this development is
the ability of the individual to
overcome the peculiar
CONFLICTS at that stage, the
success or failure of which has
impact on overall functioning.
CONFLICT – A turning point during
which an individual struggles to attain
some psychosocial attributes.
7. THE ERIK ERIKSON
THEORY
THE PSYCHOSOCIAL STAGES
OF MOST PUPIL
ELEMENTS AGE VIRTUES CONFLICT CHALLENGE SIGNIFICANT
RELATIONSHIP
SITUATION
STAGES
STAGE 1 0-2 HOPE BASIC TRUST
VS
MISTRUST
CAN I TRUST
THE WORLD?
MOTHER FEEDING &
ABANDONMENT
STAGE 2 2-4 WILL AUTONOMY VS
SHAME &
DOUBT
IS IT OKAY TO
BE ME ?
PARENTS TOILET
TRAINING,
WEARING
SANDALS
STAGE 3 4-5 PURPOSE INITIATIVE
VS
GUILT
IS IT OKAY FOR
ME TO DO,
MOVE AND ACT?
FAMILY TOOLS USAGE&
MAKING ART
STAGE 4 5-12 COMPETENCE INDUSTRY
VS
INFERIORITY
CAN I MAKE IT
IN THE WORLD
OF PEOPLE AND
THINGS
NEIGHBOURS,
SCHOOL
SPORT , SCHOOL
STAGE 5 13-19 FIDELITY IDENTITY
VS
ROLE
CONFUSION
WHO AM I?
WHO CAN I BE?
PEERS , ROLE
MODEL
SOCIAL
RELATIONSHIP
8. THE JEAN PIAGET COGNITIVE
DEVELOPMENT
The main goal of this theory is to explain
the mechanisms and processes by which an
infant, and then the child develops into an
individual who can reason and think using
hypothesis
Cognitive development in a child is
associated with memory, reasoning,
problem-solving and thinking abilities in
childhood.
Albert Einstein regards this theory by
Piaget “so simply only a genius could have
thought of it.”
This theory asserts that children are not
less intelligent than adults, THEY
ONLYTHINK DIFFERENTLY.”
9. COMPONENTS OF
THE COGNITIVE
DEVELOPMENT
SCHEMAS: “....building
blocks of knowledge”
◦ A cohesive, repeatable action
sequence possessing component
actions that are tightly interconnected
and governed by a core meaning --
Piaget.
◦ It is a set of linked mental
representations of the world, which
we use both to understand and to
respond to situations.
◦ The assumption is that we store this
mental pictures and apply them when
we need them.
10. COMPONENTS OF
THE COGNITIVE
DEVELOPMENT
ADAPTATION “.........adaptation
to the world”
◦ The process that enables the transition from
one stage to another in a child.
This happens through:
◦ ASSIMILATION: the use of an existing
schema to deal with a new object or
situation.
◦ ACCOMODATION: the replacement of
an existing schema with another schema so
as to deal with a new object or situation.
◦ EQUILIBRATION: the ability of a child’s
schema to deal with most new information
through assimilation. DISEQUILIBRIUM
occurs when the new information can not be
fitted into existing schemas
12. COMPONENTS OF
THE COGNITIVE
DEVELOPMENT
SENSORIMOTOR
STAGE
• 0-2YRS
• BEHAVIOURS ARE LIMITED TO SIMPLE MOTOR RESPONSES CAUSED BY
SENSORY STIMULI
PREOPERATIONAL
STAGE
• 2-6
• LEARNING OF LANGUAGE USAGE
• INABILITY TO MANIPULATE INFORMATION
CONCRETE
OPERATIONAL
STAGE
• 7-11
• BASIC UNDERSTANDING OF MENTAL OPERATIONS
• LOGICAL THINKING ABOUT CONCRETE EVENT
• COMPLEXITY IN UNDERSTANDING ABSTRACT CONCEPTS
FORMAL
OPERATIONAL
STAGE
• 12- ABOVE
• LOGICAL THOUGHT
• DEDUCTIVE REASONING
• SYSTEMATIC INFORMATION PLANNING
13. The Concept Of Loyalty
Ladd et al and other professors of
philosophy disagreed as to the
proper object of loyalty and of
course what is possibility of loyalty.
Ladd however stated that the
element loyalty is a interpersonal
relationship, and that the object of
loyalty is always a person.
The subject of loyalty is anyone or
anything to which one’s heart can
become attached or devoted.
In this context :
Object of loyalty – PUPIL
Subject of loyalty – TEACHER
Element of loyalty – LEARNING
14. Learning Loyalty From
TheThought Of
Stephen Nathanson
(Professor of Philosophy)
The multiplicity of loyalty can
constitute a disloyalty of a
object if one of those loyalties
is exclusionary; excludes one
of the others.
The existence of multiple
loyalty doesn’t cause disloyalty
15. Dimensions To Loyalty
BASICS
The connection between object and
subject of loyalty
STRENGTH
The motivational efficacy of loyalty
SCOPE
The element of constraint in
involvement
LEGITIMACY
The accommodation of other loyalty
subjects
ATTITUDE
The subject of the loyalty.
16. ENGINEERING
PUPIL’S LOYALTY
Having established loyalty to be a
derivative from the just course of
aligning and inclining the content of
teaching with the learning interest
of the PUPIL.
This training juxtaposes the works of
LevVygotsky with Predatory model
to engineer PUPIL loyalty.
We will discuss, the teacher being:
AHEAD
EXPECT
DELIVER
17. The first step in
engineering pupil loyalty
is an endeavour to
understands what the
learning interest of the
pupil is.
Considering the
psychoanalytic stages,
there are basic needs at
different stages and the
proper understanding of
this will help a teacher
understand the learning
interest of the pupil.
LevVygotsky asserts
that there should be an
inquest to the ZONE
OF PROXIMAL
DEVELOPMENT :
the area or context
where the most
sensitive instruction or
guidance is needed –
which allows the child
to develop these skills
or knowledge
independently
GO AHEAD
18. The next step in
engineering pupil loyalty
is an endeavour to model
the learning content in
the form which the
learning interest of the
child supports.
Considering Lev
Vygotsky’s work, the
teacher must become a
MORE
KNOWLEDGEABLE
OTHER for the child.
That is the teacher
becomes an authority in
the area of learning
interest for every child he
wants to engineer their
loyalty. You Must Have
More Knowledge
AboutTheTopicThan
The Learner.
By doing this, the teacher
creates a psychological
pursuit presence in the
child
EXPECT
19. Here there is a need for
applying the theory of
RECIPROCAL
TEACHING :
SUMMARY
QUESTIONING
CLARIFYING
PREDICTING
The teacher in the
course of constructive
teaching the child ends
on a note which makes
room for reciprocal
teaching; thereby
stimulating self-
actualisation in the child.
Simply put, the teacher
after teaching gives room
for the child to teach him
or someone.
DONT RAISE
CHILDREN, RAISE
PUPILS INTO
TEACHERS
DELIVER
20. SUSTAINING LOYALTY
YOU SHOULD
MaintainTeaching Personality
Display A Sense Of Humor
Communicate High Expectations Consistently
Address Students By Name
Dress Appropriately ForThe Position
Maintain ConfidentialTrust And Respect
Be Fair In Reward And Punishment
Be Known
Be A Friend
Address Students By Name
RememberTheir Birthday
Say ThankYou,
Say Sorry
Pray ForThem
YOU SHOULDN’T
Be ConfrontationalWith Students
InsensitiveTo A Student's Culture Or Heritage
Use inappropriate language
Demean or ridicules students
Exhibit defensive behavior for no apparent reason
