The key issues identified in the classroom were the teacher's lack of effective classroom management, negative labeling of students, low self-efficacy, and creating an unsupportive learning environment through favoritism and inconsistent discipline. Theories discussed include learned helplessness, social cognitive theory, reinforcement theory, and zones of proximal development. Recommended solutions were to implement positive reinforcement, improve relationships, provide scaffolding for learning, and create a more student-centered approach.

1. Problem-Based Learning Done by: Chan Jen Wuu Tan Rui Ying Heidi Tan Siu Yian Jerena TeoJia Yin SarahAngTian Wen, Alphonsus

2. Introduction Scenario 1 MsJia

3. Questions Why are her students lacking in motivation during class? Why does she have such negative perceptions of her students? Why does she seem more concerned with herself than the welfare of her students? How did she create the current classroom climate?

4. Problems Labels students Low self-efficacy Negative classroom climate Inconsistent disciplinarian Weak role model Task difficulty is beyond ‘problem’ student’s current ability

5. Problem Statement The key problem the teacher face is her classroom management, whereby she: created an environment that is not conducive for learning by showing favoritism, has low self efficacy, created a negative classroom climate, was inconsistent with her discipline, provides a weak role model and set tasks beyond student's abilities without appropriate scaffolding.

6. Theories Learned Helplessness  Behaviorist theories - students who are not in her good books always get negative responses VS. favourite students always get positive responses (regardless of problem)

7. Theories Bronfenbrenner’sBioecological Theory - negative interactions in the microsystem in her life contribute to her low self efficacy - negative teacher-student interactions

8. Theories Skinner’s Reinforcement Theory - Inconsistent reinforcement strategies would cause learning to be unsuccessful - Ms Jia was an inconsistent disciplinarian

9. Theories Bandura’s Social Cognitive Theory - Need for role model - Modeling (Learning from others’ behaviors)

10. Theories Vygotsky’sZone of Proximate Development (ZPD) - An individual is able to learn more with the help of a more capable peer/parent/teacher - Task is beyond the student’s ZPD - Ms Jia attributed failure to character’s flaws/lack of effort - Ms Jia was only concerned with observable behaviour of academic repetition instead of independent problem solving

11. Solutions based on the theories Skinner’s Reinforcement theory - A structured reinforcement/punishment system - Remove labels on her students to deliver appropriate responses to their behavior

12. Solutions based on the theories Bronfenbrenner’sBioecologicaltheory - Improve her relationship with her superiors - Widen her social circle in her workplace - Strengthen her self-concept

13. Solutions based on the theories Carl Roger’s Student-centered Learning - Administer positive regard and build warmth in the classroom

14. Solutions based on the theories Vygotsky’sSocial Development theory - Confident of her knowledge and ability to deliver it - Provide more scaffolding for understanding rather than saying they are wrong - Utilize peer modeling

15. Solutions based on the theories Vgotsky’s Zone of Proximate Development - Provide more scaffolds for the weaker students - Avoid attributing task failure to student’s inherent behavior or ability

16. Questions and Answers

17. References Atkinson, R., & Shiffrin, R. (1968). Human memory: A proposed system and its control processes.In K Spence & J Spence (Eds.). The psychology of learning and motivation: Advances in research and theory (Vol. 2). New York: Academic Press.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall.Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, NJ: Prentice-Hall.Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart & Winston.Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt, Rinehart & Winston.

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19. References Learning Theories Knowledgebase. (2011, October 01). Social Learning Theory (Bandura). Retrieved October 08, 2011, from Learning-Theories.com: http://www.learning-theories.com/social-learning-theory-bandura.html Piaget, J. (1969) Science of education and the psychology of the child, New York: VikingPiaget, J. (1968) Six psychology studies, New York: VintagePiaget, J. (1952) The origins of intelligence in children. London: Routledge and PaulSkinner, B. F. (1953) Science and human behavior. New York: MacmillanSkinner, B.F. (1961) Teaching machines in Scientific AmericanVygotsky, L (1978), Mind in society, Cambridge, MA: Harvard University PressVygotsky, L (1993), The collected works of L. S. Vygotsky, Vol. 2, New York, PenguinSantrock, J.W. (2008). Life-Span Development. (11th ed.). New York: McGraw.