Post on 17-Dec-2014
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Analysis of Scenario 2Juvena, Ambrose, Shahmir, Shafaa,
Sufiana & Stephanie
Problems identified
Low Self-Esteem & Lack of Motivation
Teacher neglect
Misfit among peers
Parental
neglect
Problem StatementAs teachers, we need to know
how to motivate our students and create a conducive learning environment. We also need to know how to effectively cooperate with parents to help students learn.
Analysis: Maslow’s Hierarchy of Needs
SA
Esteem
Love/Belonging
Safety
Physiological
Analysis: Bronfenbrenner’s Ecological Theory
Understand the different factors that work together in forming a child’s self esteem and efficacy.
Each layer affects a child’s development
Conflict within any layer ripples throughout other layers
Based on Bronfenbrenner, U. 1979. The Ecology of Human Development. Cambridge: Harvard University Press.
MicrosystemDirect interaction with social agents
Parents – POOR.Peers – POOR.Teachers – POOR.
MesosystemConnection between family and school experience
Poor, almost non existentTeachers cannot reach parentsParents blame teachers for poor performance of their
child
Connections between family and peers experienceParents do not allow him to have free time for social
interactions Jeremy has poor relationships with family at home,
may cause him to have poor peer relationships too
ExosystemJeremy’s mother: VP of listed company
Jeremy’s father: CEO of MNC
Parents have huge responsibilities at workLittle or no time spent with Jeremy
Parents have huge incomeSplurge on tuition and enrichment
classes
MacrosystemCultural context
High socioeconomic status
Parents highly educatedExpect Jeremy to achieve
academically
Analysis: Skinner’s Behavioral TheoryHuman behaviour is conditioned by
learning and reinforcement.
Effects of repercussions of behaviour can influence learning (change future behaviour).
Behaviour that is reinforced (positively or negatively) would be repeated; behaviour that is punished would not be.
Examples of negative reinforcement
When Jeremy offers an answer and gets it wrong, his group-mates call him stupid.
Effects???Later, when Misha tries to persuade
Jeremy to contribute, he chooses to keep silent.
Analysis: MotivationOverall, school is not a pleasant
experience for Jeremy, due to his peers and his teachers. Jeremy is ostracized in class. He feels alone. The classroom environment is not welcoming.
Analysis: MotivationHis teacher (Ms Low) also makes
matters worse by saying he does not know his responsibilities as a student and comparing him with other classmates. This could make him enjoy class less too.
Analysis: MotivationJeremy’s parents overload him
with extra classes/tuition but do not reward him. Because of this, he could be less motivated to put in effort in school and in tuition.
Relation to ZPD?
Analysis: Self-worth theoryLow self-worth derived from lack of
attention and affection from parents
Perception that regardless of academic achievements, he will not receive recognition he deserves
Remember! “Achievement behaviour to maintain self-worth” – Without much self-worth to start with, Jeremy is less inclined to achieve.
Analysis: Parenting Styles
Authoritarian Parenting
High demand, low involvement
Lack of interaction between Jeremy and his parentsBusy parentsSees his maid moreConstantly at enrichment classes
Has a strict schedule No time for social activitiesFeelings of alienation
Authoritarian Parenting
Negativity ExpressivityWhen Jeremy does not do well, he is scolded
and put down rather than given encouragement“What’s wrong with you? We spend so much
money on you every month, sending you for tuition classes and all and this is what you get?”
Jeremy EXPECTS to be scoldedDetrimental as this affects the development of
coping strategies
Authoritarian ParentingParents are not involved in his school matters
Seen in the first scene where the teacher is repeatedly unsuccessful in contacting his parents
Distractions during the parent-teacher dialogue
Strong correlation between parent involvement in school and child’s performanceGreater parental involvement, higher
academic achievement and greater interaction with peers.
Solutions
ParentsEnhance communication with school teachersSpend more quality time with JeremyProvide positive reinforcement
TeachersMake an effort to understand Jeremy’s troublesEncourage classroom cohesiveness
Enable him to get along better with his peers too (Berk, L; Child Development 3rd Edition; 1994)
Set good example for students to follow
THANK YOU!