1. So far, I am keeping up on assignments. I have excellent class attendance and participation. I have kept up on most of the reading, and all of the applicable reading. Most importantly, my attitude is changing slightly to actually enjoying this class since we have stopped reproducing assignments from my curriculum class and started discussing things that are more applicable to psychology.
2. Well, I thought I wasn't performing so well on the second exam that we just performed, but when I received the accurate results, it turned out that I was performing as expected. I might work on my efforts to participate better in group work... I am kind of ornery about it.
3. Most of my goals are related to psychology and not curriculum development, so I think we will be diving more directly into my goals within the next few weeks. However, as I have been reading in the text, I have been cognitively applying the information I learn to the goals that I have.
4.I think that if I stay on track with the things that I am currently doing that I will be able to accomplish my goals. The study tactics that I have implemented seem to be working for me.
5. Motivation is increasing. I think that I am starting to focus more on mastery goals so that I have the information I am learning intrinsically within my grasp as a teacher. Performance goals lead me to prune information that I receive, so I try to focus more on mastery goals.
Friday, March 5, 2010
Social and Moral Development Case Study
At this point in Laura's life her self-concept is strongly influenced by peer relationships. She has left the egocentric ism mode in the fact that she understands that her perception of life is not the only one, people actually have a perception of her too. She does still practice an egocentric mode of understanding in relation to her need to be accepted and liked by other people. Her appearance in a peer situation plays a strong role in how she defines her self-worth. She places greater importance on the self-esteem boost she receives from her peers than what she receives in praise for timeliness's from her teachers. According to Erikson, at this stage of Laura's life she is trying to figure out where she fits in. She has developed an understanding of stereotypes and knows the consequences of peer rejection if you are labeled the wrong way. Thus, she sees that to succeed in life she must be perceived accurately by her peers.
Her counselor seems to recognize that Laura ties her self-worth strongly with her appearance. By placing Laura in a debate class, her counselor allows her to develop an identity among her peers that is separate from how she looks. In this way she is able to progress farther along Erikson's model in understanding who she is because she will be adding another dimension to herself. A dimension perhaps that will be more influential after high school than her appearance.
Helping Laura get involved in service opportunities might also help her feel valued outside of her appearance. In this way, she can see that how she behaves toward other people has a greater effect on them than how she looks.
Laura seems to fall into stage 2 of Kohlberg's theory of moral reasoning. It is interesting though because she is trying to apply her willingness to engage in individualism and exchange to society as a whole which places her in the law and order stage, stage 4. She understands that there is a problem, but hasn't weighed all the aspects of the dilemma. She thinks a quick fix might be in order. She wants what would be in the best interest of the individual, and proposes that to keep order everyone should abide the principal, but she hasn't seen the perspective of society as a whole and not as an individual. Her teacher should continue to ask her questions that identify flaws in her argument and help her see the positive and negative consequences of her solution.
A debate class is an excellent opportunity to help students develop cognitively because they can look at dilemmas and work toward proposed solutions. They are able to analyze flaws in arguments and how they might be resolved. This process also helps them linguistically because it forces them to take a linguistic approach to solving the problem, they must communicate their solutions. In this way they are interacting socially at a level that goes beyond appearance. Individuals really get to display who they are and develop their self-concept further. Debate always allows for moral development and makes it more comfortable because students usually get to debate topics that require moral thinking that only involves themselves in an abstract way. They don't have to debate their own personal dilemma's, but rather popular societal dilemmas. In this way however, their ability to morally analyze their own personal dilemmas increases.
Her counselor seems to recognize that Laura ties her self-worth strongly with her appearance. By placing Laura in a debate class, her counselor allows her to develop an identity among her peers that is separate from how she looks. In this way she is able to progress farther along Erikson's model in understanding who she is because she will be adding another dimension to herself. A dimension perhaps that will be more influential after high school than her appearance.
Helping Laura get involved in service opportunities might also help her feel valued outside of her appearance. In this way, she can see that how she behaves toward other people has a greater effect on them than how she looks.
Laura seems to fall into stage 2 of Kohlberg's theory of moral reasoning. It is interesting though because she is trying to apply her willingness to engage in individualism and exchange to society as a whole which places her in the law and order stage, stage 4. She understands that there is a problem, but hasn't weighed all the aspects of the dilemma. She thinks a quick fix might be in order. She wants what would be in the best interest of the individual, and proposes that to keep order everyone should abide the principal, but she hasn't seen the perspective of society as a whole and not as an individual. Her teacher should continue to ask her questions that identify flaws in her argument and help her see the positive and negative consequences of her solution.
A debate class is an excellent opportunity to help students develop cognitively because they can look at dilemmas and work toward proposed solutions. They are able to analyze flaws in arguments and how they might be resolved. This process also helps them linguistically because it forces them to take a linguistic approach to solving the problem, they must communicate their solutions. In this way they are interacting socially at a level that goes beyond appearance. Individuals really get to display who they are and develop their self-concept further. Debate always allows for moral development and makes it more comfortable because students usually get to debate topics that require moral thinking that only involves themselves in an abstract way. They don't have to debate their own personal dilemma's, but rather popular societal dilemmas. In this way however, their ability to morally analyze their own personal dilemmas increases.
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