Theory n solution mod 1

Miss RitaMr YeoStudents1. Gave irresponsible suggestion3.Changed teaching plan to please others2. Imposed personal view4.Pitched at wrong teaching level5.Unprepared for class6. Inflexible to changes during lesson7. Changed answer reflectively(Joel)8.Gawked at student (Joel) for wrong answer9.Could not elaborate answer(Aisha)10. Didn’t scaffolding the lesson12. Attributed faults11.Attributed faults

Miss RitaMr YeoPROBLEM 1He did not find out the context and situation before making suggestions Not responsible for what he says, not encouraging, not sensitive1. Gave irresponsible suggestion2. Imposed personal view12. Attributed faults

Miss RitaMr YeoPROBLEM 1He did not find out the context and situation before making suggestions TheoriesDeductive Reasoning [Piaget]Heard & Presume that class should be of higher learning abilities Attribution theory [Weiner 1979] accused Ms Rita for not letting him know that the class has no prior knowledge.ZPD [Vygotsky]His proposed teaching strategies did not take into account the students’ ZPDs1. Gave irresponsible suggestion2. Imposed personal view12. Attributed faults

Miss RitaMr YeoPROBLEM 1He did not find out the context and situation before making suggestions SolutionHe should have added a disclaimer to his suggestions that these strategies might have worked for his previous classes, but different classes have different ZPDs.1. Gave irresponsible suggestion2. Imposed personal view12. Attributed faults

Miss RitaMr YeoPROBLEM 2Imposes his view on others : “must” Establishes himself as an expert – narcissistic, too full of himselfOverconfidence Bias [Kahneman & Tversky 1995]; Overconfidence in his own experience, trying to prove that he’s better than her1. Gave irresponsible suggestion2. Imposed personal view12. Attributed faults

Miss RitaMr YeoPROBLEM 2Imposes his view on others : “must” Establishes himself as an expert – narcissistic, too full of himselfTheoriesPerformance Orientationlosing means losing face and reputation [Dweck1990]Develop a fixed mindset that he is always right [Dweck 2006]Criticizingone of the barriers to effective verbal communication [Gordon 1970]1. Gave irresponsible suggestion2. Imposed personal view12. Attributed faults

Miss RitaMr YeoPROBLEM 2Imposes his view on others : “must” Establishes himself as an expert – narcissistic, too full of himselfTheoriesOvercontrolDictating Ms Rita what she should do thus destroying her natural curiosity of exploration [Teresa Amabile 1993]Selective AttentionHe’s engaging in selective attention, advising Ms Rita generally, without finding out the specific situation [Santrock, 273].1. Gave irresponsible suggestion2. Imposed personal view12. Attributed faults

Miss RitaMr YeoPROBLEM 2Imposes his view on others : “must” Establishes himself as an expert – narcissistic, too full of himselfSolutionHe needs to engage executive attention, involve error planning and monitoring progress on tasks [Santrock, 273].1. Gave irresponsible suggestion2. Imposed personal view12. Attributed faults

Mr YeoPROBLEM 1Insecure – too eager to please her peers, try too hard to make herself look good – emotionally driven TheoriesExtrinsic motivationShe wants to look good in front of her peers, and thus she takes their advice without much thought. Reduced intrinsic motivationThe overbearing Mr Yeo ‘forces’ suggestions for Ms Rita, causing her to lose some sense of self-determination,“but I wonder whether the activities will help”. This reduces her intrinsic motivation and sense of personal responsibility [Santrock 2008]Miss Rita3.Changed teaching plan to please others

Mr YeoPROBLEM 1Insecure – too eager to please her peers, try too hard to make herself look good TheoriesTheory of neurotic need:The need for affection and approval; pleasing others and being liked by them [Horney 1942]Kohlberg’s Theory of Moral Development(Kohlberg, 1971): Universal Stage Model of Moral Maturity Level: Stage 3/Halo Level (Gd boy/Girl Morality / Seeking for other’s Approval)Miss Rita3.Changed teaching plan to please others

Mr YeoPROBLEM 1Insecure – too eager to please her peers, try too hard to make herself look good SolutionShe needs more critical thinking before applying their suggestions.Miss Rita3.Changed teaching plan to please others

StudentsPROBLEM 2She assumes that all the student have prior knowledge TheoriesSchema theoryAccording to the schema theory [Tan, 291], students require prior knowledge to learn SolutionDo an online questionnaire to determine prior knowledgeMiss Rita4.Pitched at wrong teaching level6. Inflexible to changes during lesson8.Gawked at student (Joel) for wrong answer10. Didn’t scaffolding the lesson11.Attributed faults

StudentsPROBLEM 3She is not pitching her lesson at the right level high expectationsTheoriesZPD [Vygotsky]She has pitched her lesson outside of their zone of proximal development [Vygotsky], making it very difficult for them to learn anything. Miss Rita4.Pitched at wrong teaching level6. Inflexible to changes during lesson8.Gawked at student (Joel) for wrong answer10. Didn’t scaffolding the lesson11.Attributed faults

StudentsPROBLEM 3She is not pitching her lesson at the right level high expectationsSolutionAfter she has assessed their prior knowledge (e.g. by using an online questionnaire), she can pitch the lesson within their zone of proximal development.Use hypothetical deductive theory to teach [Santrock, 46]. Inquiry-based learning: even if the student doesn’t know the answer, Ms Rita can lead them to the solution.Miss Rita4.Pitched at wrong teaching level6. Inflexible to changes during lesson8.Gawked at student (Joel) for wrong answer10. Didn’t scaffolding the lesson11.Attributed faults

StudentsPROBLEM 4She finds fault with external factorsTheoriesShifting Locus of Control[Tan, 2011: 335] She attributes fault to external factors, and shifts the locus of control [Tan, 2011: 335] away from herself towards her students (caused by failure-avoidance [Covington 1984]). This will reduce the incentive for her to put in more effort, as she would think that her work would go to waste with such poor students anywayMiss Rita4.Pitched at wrong teaching level6. Inflexible to changes during lesson8.Gawked at student (Joel) for wrong answer10. Didn’t scaffolding the lesson11.Attributed faults

StudentsPROBLEM 5Inflexible to changes during lesson - Pre-conceived notions of what was going to happen in classTheoriesEgocentrism [Tan, 2011: 82]She thinks that her lesson is very good, thus expects her students to see it in a similar light (repeated root cause)PerfectionistShe thinks that mistakes are unacceptable, and always expects nothing but the best results. Hence she takes the failures of her students to answer to heart and is personally affected [Santrock]Miss Rita4.Pitched at wrong teaching level6. Inflexible to changes during lesson8.Gawked at student (Joel) for wrong answer10. Didn’t scaffolding the lesson11.Attributed faults

StudentsPROBLEM 5Inflexible to changes during lesson - Pre-conceived notions of what was going to happen in classTheoriesSplintered development [Santrock, 33]Good at preparation but bad with dealing with unexpected situationsBronfenbrenner’s ecological systems theory [Santrock, 74]Ms Rita has turned the classroom into a negative learning environmentMiss Rita4.Pitched at wrong teaching level6. Inflexible to changes during lesson8.Gawked at student (Joel) for wrong answer10. Didn’t scaffolding the lesson11.Attributed faults

StudentsPROBLEM 5Inflexible to changes during lesson - Pre-conceived notions of what was going to happen in classSolutionShe needs to understand Bronfenbrenner’s ecological systems theory, which states that the environment can influence the link between the teacher and students, and be careful not to make the classroom a hostile environment. Miss Rita4.Pitched at wrong teaching level6. Inflexible to changes during lesson8.Gawked at student (Joel) for wrong answer10. Didn’t scaffolding the lesson11.Attributed faults

StudentsPROBLEM 6She gawked at Joel when he gave the wrong answerTheoriesMoralizing [check Santrock pg522]Bronfenbrenner’s ecological systems theory [Santrock, 74]Ms Rita has turned the classroom into a negative learning environmentPavlovstudents will come to associate classroom with criticism [Santrock, 234]Miss Rita4.Pitched at wrong teaching level6. Inflexible to changes during lesson8.Gawked at student (Joel) for wrong answer10. Didn’t scaffolding the lesson11.Attributed faults

StudentsPROBLEM 6She gawked at Joel when he gave the wrong answerSolutionShe should choose effective reinforcements (both positive and negative) instead of punishments [Premack principle, Santrock, 239], to encourage student participation.She needs to understand Bronfenbrenner’s ecological systems theory, which states that the environment can influence the link between the teacher and students, and be careful not to make the classroom a hostile environment. (Same as the previous problem)Miss Rita4.Pitched at wrong teaching level6. Inflexible to changes during lesson8.Gawked at student (Joel) for wrong answer10. Didn’t scaffolding the lesson11.Attributed faults

Miss RitaPROBLEM 1Joel is not prepared for classTheoriesExpectation value theory [Feather 1982]He doesn’t see any reason to prepare for Ms Rita’s class5.Unprepared for class7. Changed answer reflectively(Joel)9.Could not elaborate answer(Aisha)Students

Miss RitaPROBLEM 1Joel is not prepared for classSolutionMs Rita should give them a pre-activity to do. This gives them a reason to read up beforehand, and raise their awareness and knowledge prior to the lesson 5.Unprepared for class7. Changed answer reflectively(Joel)PROBLEM 2She assumes that all the student have prior knowledge 9.Could not elaborate answer(Aisha)Students

Miss RitaPROBLEM 2Joel changed his answer according to teacher’s reaction His answer was “Tsunamis are caused by high atmospheric pressure!” When I gawked at him in disbelief, he quickly changed his answer to “No, its low atmospheric pressure.”5.Unprepared for class7. Changed answer reflectively(Joel)9.Could not elaborate answer(Aisha)Students

Miss RitaPROBLEM 2Joel changed his answer according to teacher’s reaction TheoriesDeductive thinking“if its not high, it should be low”DemoralisationHe was demoralized by Ms Rita’s gawking5.Unprepared for class7. Changed answer reflectively(Joel)9.Could not elaborate answer(Aisha)Students

Miss RitaPROBLEM 2Joel changed his answer according to teacher’s reaction TheoriesPiaget Concrete Operational StageAs Singapore does not experience tsunamis, Tsunami remains an abstract idea in the students. Recent estimates upwards of 75% of children are still primarily concrete thinkers at 12, 13, 14 (Pg 89 of Tan.), so the class may not be able understand abstract ideas that well5.Unprepared for class7. Changed answer reflectively(Joel)9.Could not elaborate answer(Aisha)Students

Miss RitaPROBLEM 2Joel changed his answer according to teacher’s reaction SolutionBronfenbrenner’secological systems theory, She needs to be careful not to make the classroom a hostile environment. She should choose effective reinforcements (both positive and negative) instead of punishments5.Unprepared for class7. Changed answer reflectively(Joel)PROBLEM 5Inflexible to changes during lessonPROBLEM 6She gawked at Joel when he gave the wrong answer9.Could not elaborate answer(Aisha)Students

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