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.
I
will analyze the elementary education case study concerning Lisa’s disruptive
group behavior. Lisa seems to not have the ability to put herself in someone
else’s shoes or concern herself with the needs of her group members. This makes
it difficult for her to understand that everyone will take turns at having
different roles. She has difficulty seeing past what she wants in order to
contribute to her group. Also, Lisa may not have developed the emotions and
morals associated with sharing and contributing to a team. Another
developmental issue could be self-efficacy. Lisa may not want to contribute
because she feels that she would not be good at any other role other than the
one she wants.
(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.
The first suggestion for kindergarten through 2nd
grade would be highly effective. The suggestion is to encourage students to
tackle challenging tasks that they think they can accomplish. Teachers should
also provide sufficient scaffolding to make this happen. Teachers and students
should agree upon achievable goals and work together to meet those goals.
No comments:
Post a Comment