Application of Developmental Theories to Education

Application of Developmental Theories to disciplinePart 1. PurposeMy classroom leave behind be a place of respect. It go out deliver the goods an inclusive and safety environsthat will encour while students to learn. Students argon to play an active role in their association and arealso expected to respect each separate and the teacher. Our classroom will foster positive interactions with safe and open communication between students and teachers a ilk. in all individuals shall be respected and respectful of the differences of others. Our classroom will become a connection of learners encouraging one anothers personal and academic success.In our classroom we will obey all the rules, be respectful, be organized, and create a safe and positive schooling environment. All students will do their best and be winning in all they do.Part 2. The LearnerAge and Developmental Characteristics Infants and ToddlersSocial somatogeneticCognitiveEmotionalAttachment babysettles when parent comforts yearling analyseks comfort fromparent, safe-baseexploration5 mo responsive tosocial stimuli facialexpressions ofemotion9 mo sociallyinteractive playsgames (pattycake) with caretakers11 mo eeryanxiety separationanxiety solitary play2 yr imitation, parallel and symbolic, playNewborn rough, random, uncoordinated,reflexive movement3 mo liberty chit at 90 degree angle, uses arms toprop visually trackthrough midline5 mo purposeful grasp roll everyplace head lag disappears reaches for objects transfer objectsfrom hand to handplays with feetexercises frame bystretching, movingtouch genitals, rock on stomach for pleasure7 mo sits in tripod push head and torso up off the floor support weight on legs raking with hands9 mo gets to and from sitting crawls, pulls to stand stooping and re backboneing fingerthumbopposition eyehandcoordination, butno hand preference12 mo walking15 mo more complex motor skills2 yrs learns to climb up stairs first, then downSensori-motor physicallyexplo res environmentto learn ab expose itrepeats movements tomaster them, whichalso stimulates braincell phylogenesis4-5 mo coos, curiousand interested inenvironment6 mo babbles andimitates sounds9 mo discriminatesbetween parents andothers trial and error conundrum solving12 mo beginning ofsymbolic thinkingpoints to pictures inbooks in response toverbal cue objectpermanence somewhitethorn use maven words receptive language more advanced thanexpressive language15 mo learns throughimitating complex demeanours knowsobjects are used forspecific purposes2 yrs 2 word phrasesuses more complextoys and go throughssequence of puttingtoys, puzzles togetherBirth-1 yr learns fundamental trustin self, caretakers, environment1-3 yr mastery of body and rudimentary mastery of environment (can get others to take care of him)12-18 mo terrible twos maybegin willful, stubborn, tantrums18-36 mo feel p bait when they are levelheaded and embarrassment when they are poisonous18-36 mo Can recognize distress in others beginning of empathy18-36 mo are aflamely attached to toys or objects for suretyPreschoolSocialPhysicalCognitiveEmotionalBirth-1 yr learns fundamental trustin self, caretakers, environment1-3 yr mastery of body andrudimentary mastery of environment (can get others totake care of him)12-18 mo terrible twos may begin willful, stubborn, tantrums18-36 mo feel pride when they are good and embarrassment when they are bad Can recognize distress in others beginning of empathyAre emotionallyattached to toys or objects for pledgePhysically activeRule of Three 3 yrs,3 ft, 33 lbs.Weight gain 4-5 lbsper yearGrowth 3-4 inchesper yearPhysically active,cant sit still forlongClumsy throwingballsRefines complexskills hopping, jumping, climbing,running, ride big wheels and tricyclesImproving finemotor skills andeye-handcoordination cutwith scissors,draw shapes3- 3 yr mosttoilet trainedEgo-centric, illogical, magical thinkingExplosion of language learning syntax, grammarunderstood by 75% of people by age 3Poor understanding of time, value, sequence of eventsVivid imaginations some difficulty separating conjurationfrom reality blameless memory, but more suggestible than older childrenPrimitive drawing, cant represent themselves indrawing till age 4Dont pull others impart different perspectiveLeave out serious factsMay misinterpret visual cues of emotionsReceptive language better than expressive till age 4Self-esteem based onwhat others tell himor herIncreasing ability tocontrol emotions lessemotional outburstsIncreased thwartingtolerance separate delaygratificationRudimentary sense ofselfUnderstands conceptsof right and wrongSelf-esteem reflectsopinions ofsignificant othersCuriousSelf-directed in many a(prenominal)activitiesSchool cornedSocialPhysicalCognitiveEmotionalFriendships are situation specificUnderstands conceptsof right and wrongRules relied upon toguide behavior andplay, and providechild with structureand security5-6 yr believe rules can be changed 7-8 yrs strict adherenceto rules9-10 yrs rules can benegotiatedBegin understandingsocial roles regardsthem as inflexible can fit behavior to fitdifferent situationspractices social rolesTakes on moreresponsibilities athomeLess fantasy play, moreteam sports, boardgamesMorality overturnpunishment selfinterested exchangesSelf-esteem based onwhat others tell himor herIncreasing ability tocontrol emotions lessemotional outburstsIncreased frustrationtoleranceBetter delay gratificationRudimentary sense ofselfUnderstands conceptsof right and wrongSelf-esteem reflectsopinions ofsignificant othersCuriousSelf-directed in manyactivitiesUse language as acommunication toolPerspective taking5-8 yr can recognizeothers perspectives,cant assume the role ofthe other8-10 yr recognizedifference betweenbehavior and intent age10-11 yr can accuratelyrecognize and considerothers viewpointsConcrete operationsAccurate perception of events rational, logical thought concrete thinking reflect upon selfand attri butesunderstands concepts of space, time, dimensionCan remember eventsfrom months, or yearsearlierMore in effect(p) coping skillsUnderstands how hisbehavior affects othersSelf esteem based on ability to perform and produceAlternative strategies for dealing with frustration and expressing emotionsSensitive to others opinions active themselves6-9 yr take for questions aboutpregnancy, intercourse,sexual swearing, look for nude pictures in books,magazines10-12 yr games with peeing, sexual activity (truth/dare, boy-girlrelationships, flirting, some kissing, stroking/rubbing, re-enacting intercoursewith clothes on)SocialPhysicalCognitiveEmotionalYoung (12 14) mentallydistance self fromparents identifywith peer groupsocial status largelyrelated to group social station socialacceptance depends on conformity to observable traits orroles need to beindependent fromall adults ambivalent about sexual relationships, sexual behavior is exploratoryMiddle (15 17)friendships basedon loyalty,und erstanding,trust self-revelationis first step towardsintimacy consciouschoices aboutadults to trustrespect honesty straightforwardnessfrom adults maybecome sexuallyactiveMorality golden ruleconformity with lawis necessary forgood of societyGrowth spurtGirls 11-14 yrsBoys 13-17 yrsPubertyGirls 11-14 yrsBoys 12-15 yrsyoung acclimate tochanges in bodyFormal operations precursors inearly adolescence, more developed in middle and late adolescence, as fol basebornsThink hypothetically calculate consequences of thoughts and actions without experiencing them consider a number of possibilities and plan behavior accordinglyThink logically identify and reject hypotheses or possible outcomes based on logicThink hypothetically, abstractly, logicallyThink about thought leads tointrospection and self-analysisInsight, perspective taking understand and consider others perspectives, andperspectives of socialsystemsSystematic problem solving can attack a problem, consider multiple solutions,plan a cou rse of actionCognitive development isuneven, and impacted by emotionalismPsycho-social task is identityformationYoung adolescents (12-14) self-consciousabout physicalappearance and early or late development body image seldom objective, negativelyaffected by physical and sexual abuse emotionally labile may over-react to enatic questions or criticisms engagein activities for intense emotional watch riskybehavior blatant rejections of parental standards rely on peer group for supportMiddle adolescents (15-17)examination of others set,beliefs forms identity by organizing perceptions of onesattitudes, behaviors, values into coherent whole identityincludes positive self image comprised of cognitive andaffective componentsAdditional struggles with identityformation include minority or racialstatus, being an adopted child, gay/lesbian identityDiversityIn every classroom there will be all types of diversities. A few examples of different types of diversity are students come from all dif ferent racial, ethical, and religious earths. As a teacher it is our job to treat every student every bit no matter what kind of background they come from. rough students in our classroom may be originally from a different country and may not speak English but we have to make accommodations to make sure this child can learn and succeed. In our classrooms we will also have students with different learning disabilities. We have to these into consideration when we plan our lesson fashioning sure we make modifications to help ensure the childs needs are being met.Through out the textbook Comprehensive Classroom Management Creating Communities of Support and Solving Problems, the authors Vern and Louise Jones gathered reasearch and wrote about diversity in the classroom in several chapters. Here is the important information that I found that will assist in having a well managed classroom with a diverse student body.When teachers begin a sore school year it is important to get to know who the students are. It is important to get an understanding of their background so a teacher can apply this knowledge to their classroom management. The textbook has a quote from Shevalier and McKenzies (2012) review on culturally responsive teaching that shares where classroom management arose from. It quotes classroom management arose from a family-like community defined by a shared vocabulary, with all responsible to one another to do the right thing.By communicating with the students and their families the teacher learns what is and is not judge or taught at home. Learning what is accepted in their culture will guide the teacher in how to apply the lesson to the class. Students that move to the United States may have different interpretations of gestures and words and it is important for teachers to know this so no students are offended or class is disrupted.Another important area of a students background is where they live. Being aware of students home lifespan and if they live in poverty areas helps the teachers learn to establish a postitive learning environment. The textbook discusses the article A material for Culturally Responsive Teaching written by Raymond Wlodkowski and Margery Ginsberg. (1995) It discusses in poverty areas a learning environment has to emphasize intrinsic motivation. The atmosphere that is created has students and teachers respecting each other, making what is taught relavent to the students, having creative learning experiences that include students input, and making students feel that they are effective in learning something they value.Where students live and what cultures they come from are not the only things that cover classroom diversity. Under the Individuals with Disabilities Education Act (IDEA) teachers are to include students with Kathleen Slamka 3 both physical and learning disablities in the general education classroom. Working with in their IEP team it is important for teachers to make these students feel they are competent to participate in class. They need to be treated the same as the other students and to be an effective teacher you need to consider this and work it into your lesson plans.When becoming a teacher it is important for teachers not to just learn how to teach but understand who they are teaching. Classroom diversity is an important part of good classroom mangement. When a teacher goes that extra mile to become involved in students life then the students will succeed under their careMotivation and High ExpectationsCauses of Low Motivation in StudentsPressure Some students respond negatively to atmospheric pressure and avoid participation because of fear of failure. They appear not to care but are using this to cover their anxiety.Low Classroom Expectations Teachers having poor attitudes and does not condense on students needs and mutual respect.Lack Of Home Support- Parents are less invloved in the students learning and show a lack of importance toward education.Low in come parents- Parents are working more and not home enough to meet childs personal and emotional needs. Parents may not make much therefore students are left(p) with little food and clothes that are worn out or outgrown.Low Self Esteem Students- have low self image and see themselves not capable and tasks to hard for them. They avoid doing tasks for fear.According to our textbook (2016), one of the main components of creating high motivation and expectations is creating a safe, calm, and healthy classroom environment. If students feel like they are safe and cared for, they more than likely will do their best. Students can come from all different backgrounds and home lives and it is our job as teachers to take that pose away from them and make them feel safe and loved at school. Another component is making students feel like they can accomplish anything they set their minds to.Some things that organize our thinking about motivation are Intrinsic Value, which is a students interest or enjoyment with engaging in a task improvement Value, which is when a student feels like they can achieve or accomplish a task and Utility Value, which is when the students feel like what they are learning and doing will benefit their career one day.Teachers feel that student dont see the value in learning the curriculums taught in the classroom. As teachers, we have to create a learning environment that establishes inclusion, develops attitude, enhances meaning, and engenders competence. We have to create a classroom environment where everyone feels respected and valued including the teachers and students we have to try our best to create a favorable tendency for learning through their personal relevance, we have to create learning that is challenging, and we need to make students feel like they are learning about something they value.Finally, students that are low motivators need help understanding the value of their learning goals, understand the learning process, be involved in the process, have goals, experience success, self-evaluate, receive appropriate rewards, and experience a safe and well-organized learning environment.Academic Learning GoalsTeachers responsibility regarding safetyCreating a safe classroom environment is one of the key factors for a winning classroom, and it is very important for the students. A lot of classroom problems can be prevented by creating a safe and positive environment for the students. Research has indicated that when students perceive their relationships with their teachers and peers to be positive and supportive their motivation and positive behavior increases dramatically. Students academics will be enhanced when the teacher takes time to respond to the students psychological and personal needs. Creating a safe environment for students will benefit their social, mental, physical, and spiritual needs. A student will always remember a teacher who took the time to get to know them and cared about them.Alabama Educa tor Code of EthicsImportant Laws for TeachersBullying LawsAlabama has anti-bullying laws and policies. The Student Harassment Prevention Act was signed by Bob Riley on May 29, 2009. Cyberbullying is included in these laws. According to Alabamas Student Harassment Prevention Act says that research confirms that victims of school bullying and harassment suffer detrimental psychological problems that could lead to suicide, behavioral problems, and lower levels of academic achievement. As teachers it is our job to make sure our students are not being bullied, and if we see bullying to take received protocols to resolve the bullying.No student shall engage in or be sujected to harassment, violence, threats of violence, or intimidation by any other student that is based on any of the specific characteristicsthat have been identified by the board in this policy. Students who violate this policy will be suject to disciplinary sanctions.IDEAIDEA is the Individuals with Disablities Education Act. This act ensures services for students with disabilities. They provide special education and intervention to students who need the help.IDEA is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities cod ProcessAccording to myaea Students first Act was adopted by the legislature during the 2011 regular session. This act imposed a new tenure system and education support professionals in Alabama.Teachers have the right to assure and contest charges that are placed against the before they lose their jobs. Teachers have a right to a hearing and have the right to appeal the hearings findings.Discipline of spare Needs StudentsAccording to IDEA, students with disabilities can be suspended or expelled for violating the schools code of leave. There are some procedu res though, the length of time and type of action, the nature of the conduct that led to the action, and whether it is connected to the students disability. These situations are handled case by case.DressTeachers are to dress professionally and by their schools dress code policy. Every school zone is different in what they have their teachers to wear.FERPAFERPA is the Family Education Rights and Privacy Act. It is to ensure that parents have access to their childrens educational records and to protect the privacy rights of parents and children by limiting access to these records without parental consent.Works Cited PageDenton,Paula, Kriete, Roxann. A Conflict Resolution Protocol for ElementaryClassrooms. Creducation.Retrieved fromhttp//web.archive.org/web/20081031103405/http//www.responsiveclassroom.org/pdf_files/feature_10.pdfJones, Vernon, Jones, Louise. Comprehensive Classroom Management Eleventh Editionp. 4, 49-50, 172-174, 298-299.Alex.State.al.usstop bullyingmodeHttp//alex.st ate.al.us/leadership/Alabama_Educator_Code of_Ethics.pdfhttp//www.Idea.ed.govhttp//www.myaea.orgHttp//www.brighthubededucation.com/teaching-methods-tips/19619-advantages-of-group-work-in-the-class/Due Process Laws Vary for Teachers by State. (2014, September 23). Retrieved November 24, 2015,from http//www.edweek.org/ew/articles/2014/09/24/05tenure.h34.html