Education Psychology

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Brief Summary of Case Scenario 3

John was a good student with potential when he was in Primary 1 and 2. however, after the divorce of his parents, his studies have since declined. His relationship with his peers are also in a bad shape. The teacher knows that he has potential but thinks that the school is helpless when it comes to children from broken families.

John’s broken family is affecting his learning.

Problem Statement

4 Main Concerns

Main Root: Broken Family

Poor in studies

Ostracized by peers

Violent conduct

QuestionsMain Concerns Questions Possible Answers

Broken Family •How has the divorce affected John?

•Do the parents realise that the divorce has affected John and caused him to be the person he is now?

His studies, relationship with peers and attitude to life

Poor in studies •Is John really poor in studies?•why is he not working hard?•Is he affected by his past failures?•What else is causing him to suppress his potential?

No. Used to top his class

Lack of Motivation

Poor Self Concept, Low Self Esteem

QuestionsMain Concerns Questions Possible Answers

Ostracized by peers Why are his•Friends not willing to be in his team?•Friends scolding him “stupid”?

Why does he have•Poor rapport with his friends•Poor attitude towards his friends •Lack of pro-social skills

They do not see value in John

Lack of pro-social skillsDoes not know how to relate to others because no one is able to relate to him

Violent conduct •Why does he drown away his sorrows in violent games?

•Why is he reacting to his problems with violence?

No one to turn to

Poor anger and emotional managementInfluence by immediete environment

Broken FamilyIssues Solutions

•Biological Father not involved after divorce.

•Negligence of parents

•Uncle Tony is not genuine is his discipline. • Wife is angry at John

• Parents not showing concern in an appropriate way• scolding and caning

•John’s biological father needs to stay involved

•Parents need to show concern •Continue to show love •Authoritative instead of Permissive and Uninvolved

• Adopt appropriate ways of communicating with John.•Asking questions•solve problems to together•Show that they are genuinely concerned about him

Limitations:Teachers have no rights to step inand deal withfamily problems.

Dianne Baurmind's Parenting StylesParenting Styles and Patterns of Personal

DevelopmentInteraction Styles Parental

Characteristics Child Characteristics  

Authoritative  Are firm but caring. Explain reasons for rules, and are consistent. Have high expectations. 

High self-esteem. Confident and secure. Willing to take risks, and are successful in school. 

Authoritarian Stress comformity. Are detached, don't explain rules, and do not encourage verbal give-and-take.  

Withdrawn. Worry more about pleasing parent than solving problems. Defiant, and lack social skills. 

Permissive Give children total freedom. Have limited expectations, and make few demands on children.

Immature, and lack self-control. Impulsive. Unmotivated 

Uninvolved Have little interest in their child's life. Hold few expectations. 

Lack self-control and long term goals. Easily frustrated and disobedient.  

How the teacher is able to support John emotional needs

Be an authoritative teacher Set a good role model Understand his family situation, be

objective and be a parent figure to John Care and show Concerned Always available for John when he needs

any helps Communicate and interact with Parents

Strategies in communicating with

parents Start the conversation about the positive

side of the child Establish common ground (Academic –

PSLE) Always remain calm and listen objectively

to what the parents have to say Only provide suggestion or advice when

parents ask for one

Audio Recording

Dialing…

Ms. Lee John’s MotherMs. Helen

Bronfenbrenner’s Ecological Systems Theory

Microsystem

Mesosystem

There is a need to increase positive social interaction between parents, teachers and peers

There is a need to increase positive social interaction in his immediate social circle: -parents, teachers and peers

Poor in Studies

Issues Solution

Lack of Motivation(Maslow Hierarchy of Needs)

• Teachers can provide John with a sense of love and belonging in the class/ school environment• Encourage peers to work and study with him• Set aside time after school to conduct remedial with the purpose of encouraging him, not as punishment.

Affected by Past Failues(Learned-Helplessness Theory)

• Extrinsic Motivation• Engage John with manageable tasks which gives him control over his own learning experience and chance to know he can succeed.

Poor Self Concept(Self Worth Theory)

• Create opportunities for John to showcase his strengths in front of the class.

Ostracized by peers

Issues Solutions

• Friends not willing to be in his team• Friends scold him “stupid” when he cannot provide the correct answers (during Maths class)• Poor rapport with his friends• Poor attitude towards his friends • Lack of pro-social skills

• Teachers to be role model, showing good examples to him.• Teach him pro-social skills • Teach him how to deal with problems when he encountered one• Use teachable moments • Covered in depth in After school programme asa solution model.

Violence

Violence is rough or injurious physical force, action, or

treatment.

Theory of Aggression (Albert Bandura) how violent behaviors are developed what provokes people to behave violently what determines whether they are going to

continue in such a pattern

Problems leading to violence conduct

• Belief that everyone is against him

• Poor anger and emotional management

• Unable to share his problems with someone

• Influence by the environment

• Violent games

• Reciprocal determinism

Solutions to violence conduct

• Teachers should set good examples for John

• Teachers should not overreact to angry outbursts and proving structure, kindness and rules, to help children get through it

• Use teachable moments• appropriate ways of dealing with problems

• Educate him in Pro-social skills

• Violent is not the only way out• provides him with suggestions to solve problems

• Behavioral charts• Environmental planning• Self-contracts

After-school programme Definition- being a program designed to provide

care for and educational enhancement to children in the hours immediately following school classes. [1]

Gained prominence in USA in recent years.

They can engage students in productive, pro-social activities as an alternative to unstructured, unsupervised time that many children with working parents may put to ill use, be it in passive television watching or delinquent activities. [2]

After-school programme

To cater to John, special after school program is preferred.

Scaffolding Approach (by Lev Vygotsky): After school programs can include: Challenging

and meaningful learning opportunities such as building of a solar-powered car or simple robotics.

Or activities like making new shapes of local delicacies; Ketupat, Rice dumpling, Aboling. (Scaffolding approach.)

Why these activities?

Backed by Jean Piaget and Lev Vygotsky Piaget :

[1]

Continued...

Lev Vygotsky:

[2]

Summary of Solution

Attempt to tackle parenting style, but has limitations.

Teacher being a good role model, acts as a catalyst to improving John’s behaviour

After school programme to be monitored and catered for John

Analysis for our solution Cross reference with MOE’s After School directives [1]

Schools are increasingly tapping on their Parent Support Groups, alumni members and other stakeholders to help run programmes and provide mentorship to motivate their students. Schools work collaboratively with Family Service Centres (FSCs) and other Voluntary Welfare Organisations (VWOs) to conduct courses and engage the students and their families.

MOE has also worked with MCYS to increase the number of school-based Student Care Centres (SCCs) in primary schools to provide a conducive and safe learning environment for children who need supervision and support before and after school.

Present systems explained by MOE lacks specific lesson modules, “counseling approach”. For show from MOE?

Maslow Hierarchy of Needs

John

Before

Maslow Hierarchy of Needs

JohnAfter

Solutions goes in Cycle

Poor in studies

Ostracized by

peers

Violent Conduct

Main Root:

Broken Family

Improve on the situation he is in at home

After School

Program

Q & A

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References  Gestwicki, C. (2007). Home, School, and Community Relations. (6th Ed.). United States:

Thomson Delmar Learning.        Gullotta, T. P., Bloom, M. (2009). A Blueprint for Promoting Academic and Social Competence

in After-School Programs. New York: Springer Isom, M. D. (1998). The social learning theory. Retrieved October 21, 2010. from the Florida

State University, Department of Criminology . Web site:  http://www.criminology.fsu.edu/crimtheory/bandura.htm

Khurana, S. (2010). Student motivation quotes. Retrieved October 21, 2010, from About.com guideWeb site: http://quotations.about.com/cs/inspirationquotes/a/Teacher31.htm

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Ministry of education Singapore (2010). Retrieved October 21, 2010, from Singapore government.Web site: http://www.moe.gov.sg/media/parliamentary-replies/2010/01/after-school-programmes.php

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