QTC chapter 3

 

Chapter 3

(3.1) Personal and social development can have a major influence on both individual student learning and the learning environment as a whole.  Identify a case from the CSEL guidelines* that you would like to address in your paper.  Then, examine the possible developmental factors that could be influencing your target student(s) or classroom in the case study.  Consider all dimensions of personal and social development, including cognitive, language, social, emotional, and moral development. *CSEL guidelines can be found under CSEL Artifact. Cases are included at the end of the document. Choose the case that best suits your desired grade level.

 

Lisa is a first grader who is unengaged in group work. She refuses to participate and withdraws from the group when she doesn’t get the group role that she wants.  Lisa may struggle with perspective taking, and may not consider the thoughts and feelings of the students that she is working with. She may not be thinking about how her peers feel when she refuses to participate. Lisa probably has greater concern for her needs than the needs of others. She wants to be in a particular group, and likely weighs her desire to be that “role” as more important than the needs and desires of the group of children that she is working with. I would encourage perspective taking and pro-social behavior to solve this problem.

 

QTC 3.22  I will be looking at Lisa’s case student in the CSEL paper, with Lisa being a first grade student. Students are at this stage of development are largely limited to creating a sense of self that is based concrete, easily observable characteristics. For example, Lisa might think that she is bad at a particular role because she failed at this role only once before, or because a peer made a negative comment on her abilities. I would need to provide Lisa with sufficient scaffolding to make success possible, as well as providing Lisa with other opportunities to succeed in the same area. Lisa would need to have concrete evidence of her success in order to increase her self-concept and self-efficacy in this area.

 I really like the idea of teaching perspective through story books. I would ask questions about characters’ thoughts, feelings, and motives when I read books out loud, or when students read books during silent reading time.