theory n solution mod 1
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1. Gave irresponsible suggestion
2. Imposed personal view 3. Changed teaching plan to please others
12. Attributed faults
4.Pitched at wrong teaching level
6. Inflexible to changes during lesson
8.Gawked at student (Joel) for wrong answer
10. Didn’t scaffolding the lesson
11.Attributed faults
5.Unprepared for class
9.Could not elaborate answer(Aisha)
7. Changed answer reflectively(Joel)
Mr Yeo Miss Rita
Students
1. Gave irresponsible suggestion
2. Imposed personal view
12. Attributed faults
Mr Yeo Miss Rita
PROBLEM 1He did not find out the context and situation
before making suggestions
Not responsible for what he says, not encouraging,
not sensitive
1. Gave irresponsible suggestion
2. Imposed personal view
12. Attributed faults
Mr Yeo Miss Rita
PROBLEM 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’ ZPDs
1. Gave irresponsible suggestion
2. Imposed personal view
12. Attributed faults
Mr Yeo Miss Rita
PROBLEM 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 suggestion
2. Imposed personal view
12. Attributed faults
Mr Yeo Miss Rita
PROBLEM 2Imposes his view on others : “must”
Establishes himself as an expert – narcissistic, too full of himself
Overconfidence Bias [Kahneman & Tversky 1995]; Overconfidence in his own experience,
trying to prove that he’s better than her
1. Gave irresponsible suggestion
2. Imposed personal view
12. Attributed faults
Mr Yeo Miss Rita
PROBLEM 2Imposes his view on others : “must”
Establishes himself as an expert – narcissistic, too full of himself
TheoriesPerformance Orientation
losing means losing face and reputation [Dweck 1990]
Develop a fixed mindset that he is always right [Dweck 2006]
Criticizingone of the barriers to effective verbal
communication [Gordon 1970]
1. Gave irresponsible suggestion
2. Imposed personal view
12. Attributed faults
Mr Yeo Miss Rita
PROBLEM 2Imposes his view on others : “must”
Establishes himself as an expert – narcissistic, too full of himself
TheoriesOvercontrol
Dictating 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 suggestion
2. Imposed personal view
12. Attributed faults
Mr Yeo Miss Rita
PROBLEM 2Imposes his view on others : “must”
Establishes himself as an expert – narcissistic, too full of himself
SolutionHe needs to engage executive attention, involve error planning and monitoring progress on tasks
[Santrock, 273].
3. Changed teaching plan to please others
Mr YeoMiss Rita
PROBLEM 1Insecure – too eager to please her peers, try too
hard to make herself look good – emotionally driven
TheoriesExtrinsic motivation
She 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]
3. Changed teaching plan to please others
Mr YeoMiss Rita PROBLEM 1
Insecure – 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)
3. Changed teaching plan to please others
Mr YeoMiss Rita
PROBLEM 1Insecure – too eager to please her peers, try too
hard to make herself look good
SolutionShe needs more critical thinking before applying
their suggestions.
4.Pitched at wrong teaching level
6. Inflexible to changes during lesson
8.Gawked at student (Joel) for wrong answer
10. Didn’t scaffolding the lesson
11.Attributed faults
Miss Rita
Students
PROBLEM 2She assumes that all the student have prior
knowledge
TheoriesSchema theory
According to the schema theory [Tan, 291], students require prior knowledge to learn
SolutionDo an online questionnaire to determine prior
knowledge
4.Pitched at wrong teaching level
6. Inflexible to changes during lesson
8.Gawked at student (Joel) for wrong answer
10. Didn’t scaffolding the lesson
11.Attributed faults
Miss Rita
Students
PROBLEM 3She is not pitching her lesson at the right level
high expectations
TheoriesZPD [Vygotsky]
She has pitched her lesson outside of their zone of proximal development [Vygotsky], making it
very difficult for them to learn anything.
4.Pitched at wrong teaching level
6. Inflexible to changes during lesson
8.Gawked at student (Joel) for wrong answer
10. Didn’t scaffolding the lesson
11.Attributed faults
Miss Rita
Students
PROBLEM 3She is not pitching her lesson at the right level
high expectations
SolutionAfter 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.
4.Pitched at wrong teaching level
6. Inflexible to changes during lesson
8.Gawked at student (Joel) for wrong answer
10. Didn’t scaffolding the lesson
11.Attributed faults
Miss Rita
StudentsPROBLEM 4
She finds fault with external factors
TheoriesShifting 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 anyway
4.Pitched at wrong teaching level
6. Inflexible to changes during lesson
8.Gawked at student (Joel) for wrong answer
10. Didn’t scaffolding the lesson
11.Attributed faults
Miss Rita
StudentsPROBLEM 5
Inflexible to changes during lesson - Pre-conceived notions of what was going to happen
in class
TheoriesEgocentrism [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]
4.Pitched at wrong teaching level
6. Inflexible to changes during lesson
8.Gawked at student (Joel) for wrong answer
10. Didn’t scaffolding the lesson
11.Attributed faults
Miss Rita
StudentsPROBLEM 5
Inflexible to changes during lesson - Pre-conceived notions of what was going to happen
in class
TheoriesSplintered development [Santrock, 33]
Good at preparation but bad with dealing with unexpected situations
Bronfenbrenner’s ecological systems theory [Santrock, 74]
Ms Rita has turned the classroom into a negative learning environment
4.Pitched at wrong teaching level
6. Inflexible to changes during lesson
8.Gawked at student (Joel) for wrong answer
10. Didn’t scaffolding the lesson
11.Attributed faults
Miss Rita
Students
PROBLEM 5Inflexible to changes during lesson - Pre-
conceived notions of what was going to happen in class
SolutionShe 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.
4.Pitched at wrong teaching level
6. Inflexible to changes during lesson
8.Gawked at student (Joel) for wrong answer
10. Didn’t scaffolding the lesson
11.Attributed faults
Miss Rita
Students
PROBLEM 6She gawked at Joel when he gave the wrong
answer
TheoriesMoralizing [check Santrock pg522]
Bronfenbrenner’s ecological systems theory [Santrock, 74]
Ms Rita has turned the classroom into a negative learning environment
Pavlovstudents will come to associate classroom with
criticism [Santrock, 234]
4.Pitched at wrong teaching level
6. Inflexible to changes during lesson
8.Gawked at student (Joel) for wrong answer
10. Didn’t scaffolding the lesson
11.Attributed faults
Miss Rita
Students
PROBLEM 6She gawked at Joel when he gave the wrong
answer
SolutionShe 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)
5.Unprepared for class
9.Could not elaborate answer(Aisha)
7. Changed answer reflectively(Joel)
Miss Rita
Students
PROBLEM 1Joel is not prepared for class
TheoriesExpectation value theory [Feather 1982]
He doesn’t see any reason to prepare for Ms Rita’s class
5.Unprepared for class
9.Could not elaborate answer(Aisha)
7. Changed answer reflectively(Joel)
Miss Rita
Students
PROBLEM 1Joel is not prepared for class
SolutionMs 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
PROBLEM 2She assumes that all the student have prior
knowledge
5.Unprepared for class
9.Could not elaborate answer(Aisha)
7. Changed answer reflectively(Joel)
Miss Rita
Students
PROBLEM 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 class
9.Could not elaborate answer(Aisha)
7. Changed answer reflectively(Joel)
Miss Rita
Students
PROBLEM 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 gawking
5.Unprepared for class
9.Could not elaborate answer(Aisha)
7. Changed answer reflectively(Joel)
Miss Rita
Students
PROBLEM 2Joel changed his answer according to teacher’s
reaction
TheoriesPiaget Concrete Operational Stage
As 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 well
5.Unprepared for class
9.Could not elaborate answer(Aisha)
7. Changed answer reflectively(Joel)
Miss Rita
Students
PROBLEM 2Joel changed his answer according to teacher’s
reaction
SolutionBronfenbrenner’s ecological 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
punishments
PROBLEM 5Inflexible to changes
during lesson
PROBLEM 6She gawked at Joel when he gave the
wrong answer