2016 leading seagulls 12 pyramid
The document discusses the significance of understanding students' basic psychological needs to improve their behavior and academic performance. It reviews various theories and perspectives on psychological needs, identifies factors contributing to academic failure, and suggests methods for teachers to better engage with students. The document concludes with recommendations for creating supportive learning environments and emphasizes the importance of teacher-student relationships.
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2016 leading seagulls 12 pyramid
- 1. PYRAMID PRESENTS UNDERSTANDING STUDENTS’BASIC PSYCHOLOGICAL NEEDS
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- 5. CONTENT 1.Gantt Card 2.Review ofChapter 2 3.Definition of the problem 4.Why do we choose this chapter? 5.Literature review 6.Brainstorming 7.Fishbone Diagram 8.Matrix Diagram 9.Data Analysis 10.Inferences 11.Recommendation 12.References
- 6. GANTT CARD 28thSep. 30thSep.7thOct. 11thOct. 15thOct. 18Oct. Determinationoftheproblem Approvaloftheproblem area Literaturereviews Identıfyingtargets DO Collectingdata CHECK Analysingdata Solutionsuggestionandconclusions PPTpresentation Selfassesnment SHARE Presentation PLAN PLAN 2015 TASKNAM E EXPECTED OBSERVED
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- 8. •Poor attitude towards school •Poorhome environment •Lower than average IQ •Lack of parental support for school •Medical or emotional problems According to Teachers, Why Children Misb
- 9. •Theoretical Perspectives •Students atrisk for school failure •The issues of order, caring, and power Learning Goals
- 10. •Personal Needs Theories •HumanDevelopment Theory •Social Factors Theory Theoretical Perspectives Several key concepts about students’ psychological needs (that influence their behavior and success)
- 11. Personal Needs Theories AbrahamMaslow’s Hierarchy of Needs
- 12. Personal Needs Theories BrendtroEt Al (1990) Coppersmit h (1967) Kohn (1993) Glassen (1990) Belonging Mastery Independen ce Generosity Significance Competenc e Power Collaboratio n Content Choice Virtue Love Fun Power/Freed om Survival
- 13. Human Development Theory Stagesof Psychosocial Development Trust Mistru st vs Autono my Shame vs Initiavti ve Guilt vs Industr y Inferior tiy vs Role Confusion Identity vs Intimac y Isolatio n vs Generati vity Stagnatio n vs Integrit y Despair vs
- 14. Social Factors Theory •Responsibility- freedom •Achievement - support •Loyalty - commitment Three basic contracts between adults and children (David Elkind)
- 15. Students at Riskfor School Failure 1. Students’ cultural background(low income, ethnicity) 2. Inconsistent instructional approach 3. Limited proficiency of education language 4. Special needs (disability) 5. Limited support 6. Limited time and energy for school
- 16. The Issues ofOrder, Caring, and Power •How the order is established may be the most important factor affecting student behavior in schools. •Control and caring are not opposing terms; but the form of control is transformed by the presence of caring (Bowers and
- 17. DEFINITION OF THEPROBLEM Students exhibit negative attitudes towards the topics about school. It results in their academic failure.
- 18. WHY DO WECHOOSE THIS CHAPTER? Students’ misbehaviours represent cue about their psychological needs. Therefore, understanding their basic needs is the center of classroom management.
- 19. 1st Author: SusanStern. 1st Book: Understanding Our Four Basic Needs Will Help Ourselves and Our Children. 2nd Author: Richard Sagor 2nd Book: Motivating Students and Teachers in an Era of Standards. LITERATURE REVIEW
- 20. Motivating Students andTeachers According to Dr. Glasser: • When children choose to misbehave They are not doing so just to disobey you. They are choosing their behavior to meet a need. • If regular doses of feeling CBUPs students will look to school with optimism. Compete nce Belongin g s Potency Optimism Belonging Potency Competence Usefulness Optimism
- 21. The Basic Needto Feel Competent • Credible feedbacks on their skillfulness • Direct relationship among perseverance, hard work and success • Authentic ways to feel competent • Strategy: portfolio of • Relation between coach and athletes • Concrete performance motivation • Music, art, drama, journalism • Am I truly making any difference? TEACHERSSTUDENTS
- 22. The Basic Needto Feel Belonging • Comfort and acceptance • Rejected from classmates • Some experiences feels out of place • Labelling • Minorities , home culture isn’t valued • Making productive use of • The term of «Zümre» • High performance team and coworkers • Helping colleagues about stress, burnout and depression TEACHERSSTUDENTS
- 23. The Basic Needto Feel Useful • Increasing self-esteem • Internalizing a sense of usefulness • Music teams, everyone is worthy • Less than students • Challenges of educating today’s youth • Participation in administration • Everyone condemn anyone TEACHERSSTUDENTS
- 24. The Basic Needto Feel Potency • Glasser linked with need for power • Having an influence over ultimate success • Chain effect • Drugs and criminal activity • The need to feel usefulness • “Lets be realistic there is only few things teacher can do” • Change by administration and reforms • Creative and collective TEACHERSSTUDENTS
- 25. Optimism as aResult • CBUP are not independent • Satisfying basic needs to build optimism • Personal vision that students hold regarding their future • The best predictor of the future is the past • Education is political game • Many reasons for insecurity • Teachers also need to believe • Capacity to chance students’ lives • Credible evidence that TEACHERSSTUDENTS
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- 27. FISHBONE Home School Setting Environment Political Issues Curriculum EducationSystem Students’ Background Gender Family Culture & Ethnicity Teacher Attitude Method Why do students have academic failure and misbehaviour?
- 28. MATRIX Environment Education System Teacher Student Şeym a 44 6 6 Salih 7 6 4 4 Gülsü m 4 5 6 7 Hatice 5 5 6 7 Seren 5 4 7 6
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- 30. Survey 10 Students10 Teachers 20People 2 State Primary Schools in Istanbul
- 31. Question 1 forTeachers In your opinion, what basic psychological needs of students are more important? (select 3 needs) Needs of love Need of success Peer relationships Feel in secure Self-esteem Percentage 33% 20% 33% 10% 3.33% 0% 5% 10% 15% 20% 25% 30% 35%
- 32. Question 2 forTeachers According to your opinions, which relationship should be observed to diagnose the psychological needs of students? Student-student relationship Student-teacher relationship Student-family relationship Teacher-family relationship Percentage 20% 60% 20% 0% 0% 10% 20% 30% 40% 50% 60% 70%
- 33. Question 3 forTeachers With taking into consideration of your pupilage, do you find differences between your needs in the past and your students’ needs in now? 60% 40% Yes No
- 34. Question 4 forTeachers Do you use any materials or methods to affect your students’ learning and behaviors positively? Giving small presents to students Encourage students to gain self- esteem Doing activities to make students more active learners Saying promotive sentences toward students Giving students feedback in a constructive way Percentage 30% 20% 20% 20% 10% 0% 5% 10% 15% 20% 25% 30% 35%
- 35. Question 5 forTeachers What does it mean "equality in education" for you? Some answers: Using materials equally for all students Equality means to get education in the same physical setting standards Giving proper opportunities to who needs them instead of giving the same opportunities to every student. Giving scholars to students from low income family
- 36. Question 6 forStudents Have you ever felt be not understood by others? Never Sometimes Often Always Percentage 0% 80% 20% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
- 37. Question 7 forStudents When a class activity or a homework is done, in which study method do you think you understand better, working alone or working with friends? Working alone Working with friends Both of them Percentage 40% 60% 0% 0% 10% 20% 30% 40% 50% 60% 70%
- 38. Question 8 forStudents Have you ever faced difficulties in your education life because of your cultural identity? 20% 80% Yes No
- 39. Question 9 forStudents During all school life, have you ever get any bad experience? 80% 20% Yes No
- 40. Question 10 forStudents If you were a teacher, how do you discipline the class? Some answers: I use punishments and rewards To prepare class rules all together I help students to solve their problems
- 41. Inferences From Survey •The big emphasis on Love Student-teacher relation • Lack of awareness about change in needs • Lack of feedback mechanism • Few problem about cultural identity • High rate of negative situation in school
- 42. RECOMMENDATIONS • Make studentshave their own strategies for setting goals • Supportive, engaging, safe and ordered environments • Diversified instruction (active participation, learning styles are preferred by students) • Involve students in learning social roles
- 43. How to FindOut Students’ Personal Needs • Observe students via theoretical perspectives (know what they need) • Ask them what they need • Use systematic observation (during activities and at various times)
- 44. REFERENCES • Jones, V.F. & Jones, L. S. (2007). Comprehensive Classroom Management: Creating communities of support and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon. • Stern, S. (2010, April). Understanding Our Four Basic Needs Will Help Ourselves and Our Children. • Imece Circles training by Dr. Hayal Köksal • Richard S. (2003) Motivating Students and Teachers in an Era of Standards (Chapter 1. Identifying Our Basic Psychological Needs). Retrieved from http://www.ascd.org/publications/books/103009/chapters/Identifyin g-Our-Basic-Psychological-Needs.aspx • Sagor R.(2003).Motivating Students and Teachers in an Era of Standards. Identifying Our Basic Psychological Needs, Association for Supervision & Curriculum Development,(pp 24-32).
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- 46. Special Thanks to… HayalKöksal
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- 49. ASSESSMENT I’M IN THE MOODTO MISBEHAVE! WHO’S WITH ME?