3. Problem Statement
- SEL development affects academic performance.
- The learning environment affects students’
motivation in the classroom. (chosen)
Hypothesis
Creating a condusive learning environment
positively influences the students’ motivation to learn
effectively.
4. Theories we would
like to implement
Maslow’s hierarchy of needs
Braun’s Ecological
Marcia’s Self Concept
Erikson’s Stage 4 and 5 Skinner’s Development
5.
6. Identity Diffusion
Marcia’s
Identity Foreclosure
Identity Status
Theory
Identity Moratorium Identity Achievement
7.
8. Identity Foreclosure
Conforms to parents
expectations Commitments are
being handed down
under pressure
Commitments are
accepted without Does not do well in
questions academics and peer
relationships
11. Erikson Development Stages…
According to Erikson’s developmental
stages, our lifespan will be divided into
eight different stages.
Ego identity is defined as “the
conscious sense of self that we
develop through social
interaction.” (Cherry, 2011)
12. Stage 4: Industry versus Inferiority
The major question is “How can I be good?”
According to Erikson’s theory, “children who are encouraged and
commended by parents and teachers develop a feeling of
competence and belief in their skills. Those who receive little or no
encouragement from parents, teachers, or peers will doubt their
ability to be successful”
13. Stage 5: Identity vs Confusion
The major question is
“Who Am I?
“as they make the transition
from childhood to
adulthood, teens may begin
to feel confused or insecure
about themselves and how
they fit in to society”
17. Bronfenbrenner in his Ecological Systems Theory proposed:
• a child’s development exhibits the imprints of the various
environmental systems in the child’s life (Ryan, 2001).
• a child’s development or motivation to learn can be
affected by changes and interactions of the
environmental changes in his life.
18. The five environmental systems that he identified
are namely:
• Microsystem: immediate interactions with
family, teachers, peers and others.
• Mesosystem: interactions between the various
microsystems. For example, relations between
family and school or parent teacher interactions.
• Exosystem: Experiences in environments which
the child does not have an active role in
influencing. For example, the political or judicial
system of a country.
• Macrosystem: Culture under which students and
teachers live in.
• Chronosystem: The time and era a child is born
in. For example, internet age or war time etc.
19. • Change should start from his
various microsystems
• WHY?
1. these are interactions that have a direct effect
on Jeremy.
2. Change can be initiated and controlled by the
teacher.
• For example,
1. his teacher could find likeminded people for
Jeremy to befriend, to improve his social circle.
2. Groups could be predetermined so no one will
be left out
3. His teachers could be more encouraging and
talk to him personally to work out his problems.
4. His parents could be advised to spend more
time with him and understand him better
21. B.F. Skinner
• Advocates operant
behavior and
conditioning
• Positive and Negative
Reinforcements
• Consistency and
Immediacy
22. Targeted Situation (1)
(Ms Low walked towards Jeremy as she shouted)
Ms Low: (Standing in front of Jeremy, pointing a finger at
him) “What is wrong with you? You don’t even know your
responsibilities as a student, is it? Maybe you should go
back to primary school!”
(The rest of the class stared at Jeremy. He was deeply
embarrassed.)
Ms Low: The rest of the class don’t give me any problems.
You are the only one! I get complaints from every subject
teacher that you don’t pay attention in class! Why can’t
you be like others? Why?”
23. Applying this to Jeremy’s situation
Using positive reinforcements
Recognition/ acknowledgement
1. Encouragement
2. Praise/ Compliments
3. Rewards
24. Targeted Situation (2)
Caleb: “Hey, you dumb or what? Can contribute or
not?”
Jeremy: “I think the answer for this is ‘nitrogen’.”
Caleb: “How can it be? You stupid or what? This one
has six blanks and ‘nitrogen’ is made up of eight letters
lor!”
(Mr Tan overheard the conversation and interjected)
Mr Tan: “You might want to consider relooking at the
properties of the gas.”
25. Applying this to Jeremy’s situation
Using negative reinforcements
Taking immediate action to rectify
undesirable behavior
26. Goals
• To create a positive climate for conducive
learning
• Classroom management by establishing
rules and consistently enforcing them
32. Situation #1
• Jeremy does not have friends
in school
• Frequently taunted and
openly laughed at by his
fellow peers
• Does not have anyone that he
can turn to for help
33.
34. Practical #1
• The teacher should take
immediate action in correcting
and stopping the taunting
• The teacher should attempt to
help Jeremy find new friends
• The teacher should meet
Jeremy outside of the school
curriculum time to find out
more.
37. Situation #2
• Jeremy appears to be
struggling with his school
work
• He falls asleep frequently in
class
• The teacher is enraged and
sends him out of the class
while threatening to bring
him to the discipline master
38.
39. Practical #2
• Public affirmation, private rebuke
• Meet up sessions with Jeremy
outside the normal school
curriculum time to understand his
life better
• The teacher needs to develop a
personal and unique way of
teaching and relating to each and
everyone of her students
