(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.
The elementary education case study concerning Lisa's disruptive group behavior is the classroom situaion I will analyze. Ormrod defines personal development as development, with age, of distinctive behavioral styles and increasingly complex self-understandings; whereas social development is development, with age, of increasingly sophisticated understandings of other people and society as a whole, as well as increasingly effective interpersonal skills and more internalized standards for behavior. As a teacher, analyzing Lisa's social and personal development may be beneficial to finding some insight on Lisa's disruptive behavior during small group work. Lisa may lack self-efficacy in comparison to her peers which may explain her inability to work efficiently in a group setting. It is important for her teacher to enhance Lisa's sense of self by supporting her efforts to meet new challenges. It seems that Lisa's social cognition is serving as a barrier for her cooperation in small groups. Lisa may lack the ability to see other peoples' perspectives, feel empathy, or relate to her peers and this may make working in groups difficult for Lisa. Due to her deficiency in social cognition, Lisa may not realize that her disruptive behavior is counterproductive for the group work assigned. The teacher should also consider Lisa's emotional and moral development. Lisa may be under developed in her emotional and moral development which would play a contributing factor in her misbehaviors.
(3.22) Check out tables 3.1 (p. 75), 3.2 (p. 83) and 3.3 (p. 91) with particular attention to the age ranges you are interested in teaching. Identify your personal favorite ways that an educator can promote a child’s sense of self, perspective taking, and moral reasoning skills.
Sense of self:
- Display impressive student work for the student to gain a sense of self and be proud of their hard work.
- Provide sufficient scaffolding to make success possible.
- Focus students' attention on their improvement over time.
Perspective taking:
- Talk frequently about people's thoughts, feelings, and motives: use words such as "think", "remember", "feel", and "want".
- Help students resolve interpersonal conflicts by asking them to consider one another's perspectives and to develop a solution that addresses everyone's needs.
Moral Reasoning
- When students misbehave, give reasons that such behaviors are not acceptable, focusing on the harm and distress they have caused others.
- Model sympathetic responses; explain what you are doing and why you are doing it.
- Talk about how having rules enables classrooms and other groups to run more smoothly.
No comments:
Post a Comment