Tg14 group 1 qed 528 educational psychology presentation 13.10.2011

PBL Assignment Presentation:

Parents-Teachers-Peers-Jeremy Effects on Learning Behaviours

Presented by: Farhati, Shariza, Shirlyn Tay, Valerie Wong, Simon Sng

Problem Statement:

As a teacher, it is important for Ms Low to understand the factors that can affect Jeremy's learning in the classroom; and the strategies she can adopt to help him learn better.

Misalignment of expectations, goals and rewards

Negative and abusive remarks towards Jeremy

Today’s Checklist

Identified Problems

Theories identified to explain problems and to generate Solutions

Ms. Low’s perception on the parents’ nonchalance

s Ostracization towards Jeremy

Parenting style

Jeremy’s lack of security and sense of belonging

Parenting style vs. Teaching Style

Failure to establish a safe and supportive environment

Inherent heuristic biases subjected to colleague’s influence

Bronfenbrenner’s Bioecological Model

Braumrind’s Parenting Style Theory

Bandura’s Social Cognitive Theory

Skinner’s Operant Conditioning Theory

Maslow’s hierarchy of needs

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Overall Quadripartite Relationship - Interdependent & Affecting Jeremy-

Teachers

Parents

• Parents vs. Jeremy = Microsystem• Parents vs. Teachers = Mesosystem

• Teachers vs. Jeremy = Microsystem• Teachers vs. Peers = Mesosystem• Teachers vs. Teachers = Mesosystem

• Peers vs. Jeremy = Microsystem• Peers vs. Teachers = Mesosystem

Bronfenbrenner’s Bioecological

Parents

Teachers

Jeremy

Role Play Time

Problems & Solutions

Parents

Authoritarian Parenting Style; High Expectations & Unresponsive

Ms. Low’s/Other teachers’ perception on his parent’s nonchalance

Misalignment of expectations/ goals/rewards on Jeremy(Parents vs. Teachers)

Parents’ Attitude affects Jeremy’s Learning

MesosystemParents Teacher

Jeremy

MicrosystemMicrosystem

Parents’ Attitude affects Jeremy’s LearningJeremy’s life is ruled by a timetable. He has to complete tasks by his parents and only gets to take a ‘break’ as he only has to attend enrichment classes like swimming and taekwondo. Even his holidays are packed. (Pg. 14)

His parents spent huge monthly amounts on tuition and enrichment activities for Jeremy. (pg 14)

Jeremy gets to see his maid more often than his parents and he has only one friend, a toy dinosaur named Dino. (pg 14)

Jeremy’s parents blamed each other for Jeremy’s poor results and blamed the school teachers for contributing to the poor results (pg 16)

Jeremy feared and dreaded the thought of his mum giving him more tuition and cancelling his swimming classes due to his poor results. Jeremy placed priority on home tasks and did well in them as compared to school tasks.

Parents’ Attitude affects Jeremy’s LearningProblem:

Parenting Style Theory

1. Authoritarian Parenting Style; High Expectations & Unresponsive

Stress conformity to high expectations

Detached and unresponsive

Rejecting and negative

Non compromising

Non encouraging

Do not explain rules

Withdrawn and defiant

Worry more about pleasing parents than solving problems

Grades, motivation and relationships with teachers are affected negatively

Parents’ Attitude affects Jeremy’s Learning

Solution: Parenting Style Theory (What?)

1. Ms. Low could advise the parents to switch to Authoritative Style

instead of their current Authoritarian Style

Parents’ BehavioursFirm but caring. Explain reasons for rules, and are consistent. Have high expectations , give encouragement, recognition and praises.

Impact on Jeremy’ s Learning Behaviours High Self-Esteem, Confident and Secure. Willing to take risks and are successful in school. Motivated in learning in school.

Parents’ Attitude affects Jeremy’s LearningSolution: Parenting Style (How?)

1. Self-determination theory To raise motivation in learning

i. Promote autonomy by allowing Jeremy more freedom in

planning his own activities

ii. Promote relatedness by allowing Jeremy to participate in

class bonding activities and CCA

iii. Promote competence by providing Jeremy opportunities to

exercise his capacity to reason and to judge instead of using

a “do as I say” approach

2. Maslow ‘s hierarchy of needs To fulfil Jeremy’s sense of

belonging to allow him to focus on attaining growth needs

• Advise the parents to spend more quality time with Jeremy

• Give more love, affection and concern to Jeremy

Missing sense of belonging and love.

Fulfilled due to wealthy family background and relatively stable living environment

Low self-esteem and low self-efficacy

3. Suggests the parents to attend parenting workshops

• Make parents aware of the impacts of different parenting styles

on a child’s development

• Help them to be aware of their own parenting styles

• Help them to be aware of the steps they can undertake to

become authoritative parents

Parents’ Attitude affects Jeremy’s LearningSolution: Parenting Style (Why?)

1. Meso & microsystem will impact Jeremy’s learning

2. Ms Low and/or Jeremy’s parents adopt an authoritative style to

complement each other (Teacher’s interactive style equally

effective as to those of parents.)

Parents

Teachers

Jeremy

Ms. Low’s/Teachers’ Perception on his parent’s nonchalance

Problem: Ms. Low’s/Teachers’ perception on his parent’s nonchalance

1. Ms Low’s negative perception of Jeremy’s parents affects Ms

Low’s attitude towards Jeremy which affects Jeremy’s learning

process

• Attribution Bias

Mesosystem

Parents Teacher

Jeremy

Microsystem

Solution: Ms. Low’s/Teachers’ perception on his parent’s nonchalance

1. To improve communication/interaction with the parents to find

out more on their difficulties so that Ms Low could understand

and relate to the parents

2. To remain objective and not to transfer her displeasure or bias

towards the parents to Jeremy (Advises her colleagues who are

teaching Jeremy to do the same)

Ms. Low’s/Teachers’ Perception on his parent’s nonchalance

Misalignment affects Jeremy’s Learning

Problem: Misalignment of -

1. Parent’s expectation on teacher’s role and teacher’s expectation

on Parent’s role (Parents vs. School)

2. Goals & rewards for Jeremy

• Rewards from Teacher: Possibly none

• Rewards from Parents: Swimming, Taekwondo

Solution: Ms Low & Jeremy’s parents are to:

Work on commonly agreed goals and consistent rewards. (Why?)

• Jeremy’s behaviour (Response) Parents & Ms Low (Stimuli)

• Extrinsic motivation in Jeremy intrinsic motivation

• Priority of Home Tasks over School Equal Priorities

Solution: Ms Low & Jeremy’s parents are to:

Work on commonly agreed goals and consistent rewards. (How?)

• Reducing tuition sessions if Jeremy performs well in school

• Increasing swimming and taekwondo sessions if Jeremy performs

well in school

• Allowing Jeremy to participate more frequently in class gatherings

and outings if he performs well in school

Today’s Checklist

Identified Problems

Parenting style

Role Play Time

Problems & Solutions

Peers’ Attitude affects Jeremy’s Learning

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Ostracization towards Jeremy

Peers’ Attitude affects Jeremy’s LearningJeremy wished he could leave the class immediately. He never felt belonged here and sat alone during recess. Alan: “Don’t bother asking our busy classmates lar. He has something on everyday!” (pg13)

When Jeremy did not contribute to group work & gave the wrong answer ‘Nitrogen’ – Caleb says “You dumb or what?” & “ You stupid or what?” (pg13)

Caleb: “Aiya! People’s family rich what! You jealous is it? You think everybody like us meh, have to work on weekends for our own pocket money?” (pg 14)

Teacher did not prohibit the use of abusive language - “Stupid you” or “fat”(pg 13)

Teacher threatened to decide the groupings for Jeremy, instead of helping him to integrate into the class (pg14)

Peers’ Attitude affects Jeremy’s LearningProblem :

1. Lack of security & sense of belonging in the class environment

2. Struggles to fulfill his deficiency needs

3. Unable to reach for his growth needs (Academia)

Negative, abusive remarks and Ostracization towards Jeremy without the intervention of teachers

Fulfilled due to wealthy family background and relatively stable living environment

Low self-esteem and low self-efficacy

Peers’ Attitude affects Jeremy’s LearningSolution:

1. To create a supportive learning environment to increase Jeremy’s

self-efficacy & to fulfill his social & self-esteem needs

(Watson & Ecken, 2003)

Social Cognitive Theory (Albert Bandura) - Learnt observations

Positive Role Modelling Social Persuasion

Ms Low to display positive attitude towards Jeremy

1. Avoid negative comments, in front of his classmates

2. Take initiative to communicate with Jeremy

Positive comments -> positive expectations -> high self-efficacy

1. Deter teachers & classmates from casting negative remarks

2. Encourage positive comments to be directed to Jeremy

Positive Reinforcement: Encouraging, praising and acknowledging Jeremy and the peers’ attempt in engaging / helping each other.

Presentation Punishment: Students who say negative remarks will be warned and sent to the discipline master.

Removal Punishment: Students who refuse to co-operate as a group positively will get their recess cut.

Behaviorist Learning Theory (Skinner)-To foster a supportive learning environment

Sense of belonging:

1. Teachers should assign groupings to ensure that Jeremy will be in a supportive group

2. Implementing buddy systems; pairing Jeremy up with classmates such as Misha who are more accepting

Self-Esteem & Self Efficacy

3. Encourage Jeremy by helping him to set specific, challenging while realistic goals

4. Design tasks based on Jeremy’s ability level to provide him chances to succeed

3. Provide extra guidance and scaffolding to help Jeremy

succeed in tasks

Maslow’s hierarchy of needs-To promote sense of belonging and self esteem

Today’s Checklist

Identified Problems

Parenting style

Overlapped with Parents’ and Peers’ Sections due to the close interaction between the three parties.

Desired Outcome:

With the cooperation of parents, teachers and peers in creating a supportive learning environment, Ms Low aims to increase Jeremy’s self-efficacy in order to improve his learning and positively shape his learning behaviours.

Quadripartite Relationship

Identifying Problems

Generating Solutions

Solutions are not mutually exclusive

Summary

Thank You

References

• Bandura, A. (1989). Social Congnitive Theory. In R. Vasta (Ed.), Annals of child

development (Vol.6, pp. 1-60). Greenwich, CT:JAI Press.

• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

• Bandura, A. (2001). Social Cognitive Theory. In Annual Review of Psychology. Palo Alto,

CA: Annual Review.

• Baumrind, D. (1991). The influence of parenting style on adolescent competence and

substance use. Journal of Early Adolescence, 11, 56-95.

• Brantley, D.C., & Webster, R.E. (1993). Use of an independent group contingency

management system in a regular classroom setting. Psychology in the Schools, 30(1),

60-66.

• Bronfenbrenner. U. (1989). Ecological Systems Theory. In R. Vasta (ed.), Annals of child

development, vol.6.

• Collins, W.A., Maccoby, E.E., Steinberg, L., Hetherington, E.M. & Bornstein, M.H.

(2000). Contemporary research on parenting: The case for nature and nurture.

American Psychologist, 55, 218-232 .

References

• Gill, M., Achton, P., & Algina, J. (2003). Authoritative Schools: A test of a model to

resolve the school effectiveness debate. Contemporary Educational Psychology, 29,

389-409

• Learning Theories Knowledgebase (2011, September). Social Development Theory

(Vygotsky) at Learning-Theories.com. Retrieved September 19th, 2011 from

http://www.learning-theories.com/vygotskys-social-learning-theory.htm

• Maccoby, E.E, & Martin, J.A. (1983). Socialization in the context of the family. Parent-

child interation. In P.H. Mussen & E.M. Hetherington, Handbook of child psychology:

Vol.4. Socialization, personality and social development (4th ed.). New York: Wiley.

• Maccoby, E.E (1992). The role of parents in the socialization of children: An historical

overview. Developmental Psychology, 28, 1006-1017..

• Maslow, A. (1968). Toward a psychological of being (2nd ed.). New York: Van Nostrand.

• Maslow, A. (1987). Motivation and personality (3rd ed.) New York: Harper & Row.

References

• Piaget, J. (1969). Science of education and the psychology of the child. New York:

Viking.

• Piaget, J. (1968). Six psychological studies. New York: Vintage.

• Piaget, J. (1964). Development and learning. In R. Ripple and V.Rockcastle (Eds), Piaget

rediscovered (p. 78-119). Washington, DC: U.S. Office of Education, National Science

Foundation.

• Skinner, B.F. (1953). Science and Human Behaviour. New York: The Free Press.

• Skinner, B.F. (1968). The Technology of Teaching. New York: Appleton-Century-Crofts.

• Skinner, B.F. (1974). About behaviourism. New York: Alfred A. Knopf.

• Watson, Merilyn & Ecken, Laura (2003) Learning to Trust: Transforming Difficult

Elementary Classrooms Through Developmental Discipline. San Francisco, CA: Joey-

• What Is Sociocultural Theory? By Kendra Cherry, About.com Guide

References

• Mcleod, S.A. (2007). Vygotsky. Retrieved 19 September 2011, from

http://www.simplypsychology.org/vygotsky.html.

Tg14 group 1 qed 528 educational psychology presentation 13.10.2011

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