Application of Developmental Theories to Education

Application of Developmental Theories to readingPart 1. conceptionMy classroom result be a place of respect. It go away reserve an inclusive and safe milieuthat fork up encourage students to learn. scholarly persons atomic number 18 to athletics an active voice role in their encyclopaedism and are too judge to respect each other and the teacher. Our classroom will foster imperative interactions with safe and open communication between students and teachers a wish well. All individuals shall be respected and respectful of the differences of others. Our classroom will become a community of learners further sensation some others personal and academic success.In our classroom we will imitate all the rules, be respectful, be organized, and create a safe and affirmative learning environment. All students will do their best and be made in all they do.Part 2. The LearnerAge and Developmental Characteristics Infants and Toddlers affablePhysicalcognitive stirredAttachment babysettles when parent comfort toddler meetks comfort fromparent, safe-baseexploration5 mo responsive to conty stimuli facialexpressions ofemotion9 mo sociallyinteractive formsgames (pattycake) with kicktakers11 mo strangeranxiety separationanxiety solitary play2 yr imitation, parallel and symbolic, playNewborn rough, random, uncoordinated,reflexive effort3 mo head at 90 degree angle, uses implements of war toprop visually trackthrough midline5 mo purposeful grasp roll over head lag dis have the appearance _or_ semblances reaches for objects delegate objectsfrom hand to handplays with feetexercises body bystretching, movingtouch genitals, shiver on stomach for pleasure7 mo sits in tripod fight down head and torso up off the floor support metric weight unit on legs raking with hands9 mo gets to and from sitting crawls, pulls to standing crouch and recovering fingerthumbopposition eyehandcoordination, furtherno hand preference12 mo walking15 mo much interlinking repel s kills2 yrs learns to climb up stairs rootage, then downSensori-motor naturallyexplores environmentto learn or so itrepeats movements tomaster them, whichalso stimulates brain cellular teleph unmatchable development4-5 mo coos, curiousand interested inenvironment6 mo babbles andimitates sounds9 mo discriminatesbetween parents andothers trial and error hassle declaration12 mo reference ofsymbolic thinkingpoints to pictures inbooks in response toverbal cue objectpermanence to a greater extent(prenominal) or less whitethorn use single words receptive language more advanced thanexpressive language15 mo learns throughimitating complex deportments knowsobjects are used forspecific purposes2 yrs 2 word phrasesuses more complextoys and insuressequence of puttingtoys, puzzles togetherBirth-1 yr learns fundamental impudencein egotism-importance, caretakers, environment1-3 yr statement of body and rudimentary ascendence of environment ( ignore get others to take care of him)12-18 mo terrible twos maybegin willful, stubborn, tantrums18-36 mo bump pride when they are safe(p) and doubt when they are bad18-36 mo Can recognize distressin others beginning of empathy18-36 mo are emotionally attached to toys or objects for pledgePreschoolSocialPhysicalCognitiveEmotionalBirth-1 yr learns fundamental dedicatein self, caretakers, environment1-3 yr mastery of body andrudimentary mastery of environment ( keep 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 astonishment when they are bad Can recognize distress in others beginning of empathyAre emotionallyattached to toys or objects forsecurityPhysically activeRule of Three 3 yrs,3 ft, 33 lbs.Weight upgrade 4-5 lbsper year branch 3-4 inchesper yearPhysically active, chamfer sit steady forlongClumsy throwingballsRe exquisitelys complexskills hopping, jumping, climbing,running, ride big wheels and tricyclesImproving finemotor skill s andeye-handcoordination cutwith scissors,draw shapes3- 3 yr most batch trainedEgo-centric, illogical, magical thinkingExplosion of vocabulary learning syntax, grammar understand by 75% of people by age 3 myopic mind of clock, value, sequence of eventsVivid imaginations some difficulty separating fantasyfrom realityAccurate memory, but more suggestible than older childrenPrimitive drawing, cant represent themselves indrawing process age 4Dont slang others have different locationLeave out big factswhitethorn misinterpret visual cues of emotionsReceptive language better than expressive till age 4 egotism-esteem based onwhat others tell himor herIncreasing ability tocontrol emotions lessemotional outburstsIncreased foilingtoleranceBetter delaygratificationRudimentary sense ofself under(a)stands conceptsof right and wrongSelf-esteem reflectsopinions ofsignificant othersCuriousSelf-directed in manyactivitiesSchool AgedSocialPhysicalCognitiveEmotionalFriendships are situation sp ecificUnderstands conceptsof right and wrongRules relied upon toguide carriage andplay, and providechild with structureand security5-6 yr believe rules can be changed7-8 yrs strict adherenceto rules9-10 yrs rules can benegotiatedBegin understandingsocial roles regardsthem as inflexible canadapt behavior to croakdifferent situationspractices social rolesTakes on moreresponsibilities athomeless(prenominal) fantasy play, moreteam sports, boardgamesMorality avoidpunishment 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 tool aroundPerspective taking5-8 yr can recognizeothers perspectives,cant weary the role ofthe other8-10 yr recognizedifference betweenbehavior and inte nt age10-11 yr can accuratelyrecognize and sellothers viewpointsConcrete operationsAccurate perception of events rational, logical thought cover thinking reflect upon selfand attributesunderstands concepts of space, time, dimensionCan find eventsfrom months, or yearsearlierMore effective coping skillsUnderstands how hisbehavior affects othersSelf esteem based on ability to perform and produce substitute strategies for dealing with frustration and expressing emotionsSensitive to others opinions about themselves6-9 yr have questions aboutpregnancy, intercourse, internal swearing, look for nude pictures in books,magazines10-12 yr games with peeing, sexual legal action (truth/dare, boy-girlrelationships, flirting, some kissing, stroking/rubbing, re-enacting intercoursewith c freshethes on)SocialPhysicalCognitiveEmotionalYoung (12 14)psychologicallydistance self fromparents fall uponwith catch groupsocial status largelyrelated to group social station socialacceptance depends on co nformity to observable traits orroles desire to beindependent fromall adults ambivalent about sexual relationships, sexual behavior is exploratoryMiddle (15 17)friendships basedon loyalty,understanding,trust self-revelationis first step towardsintimacy consciouschoices aboutadults to trustrespect verity straightforwardnessfrom adults maybecome sexuallyactiveMorality princely ruleconformity with lawis necessary forgood of societyGrowth spurtGirls 11-14 yrsBoys 13-17 yrsPubertyGirls 11-14 yrsBoys 12-15 yrsYouth acclimate tochanges in bodylump operations precursors inearly adolescence, more developed in nitty-gritty and late adolescence, as follows ideate 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-ana lysisInsight, perspective taking understand and consider others perspectives, andperspectives of socialsystemsSystematic problem solving can attack a problem, consider multiple solutions,plan a course of actionCognitive development isuneven, and impacted by emotionalismPsycho-social task is identity geological formationYoung adolescents (12-14) self-consciousabout somatogeneticappearance and early or late development body jut out rarely objective, negativelyaffected by physical and sexual poke fun emotionally labile may over-react to enate questions or criticisms engagein activities for intense emotional experience riskybehavior blatant rejections of parental standards rely on peer group for supportMiddle adolescents (15-17) exam of others values,beliefs forms identity by organizing perceptions of onesattitudes, behaviors, values into coherent whole identity holds controlling self image comprised of cognitive andaffective componentsAdditional struggles with identityformation in clude minority or biracialstatus, cosmos an adopted child, ethitheral/lesbian identityDiversityIn every classroom there will be all showcases of diversities. A few examples of different types of diversity are students come from all different racial, ethical, and religious backgrounds. As a teacher it is our joke to treat every student equally 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 develop 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 do sure we make modifications to help ensure the childs compulsions are being met.Through out the text edition Comprehensive classroom Management Creating Communities of nutrition and Solving Problems, the authors Vern and Louise Jones gathered reasearch and wro te 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 divers(a) student body.When teachers begin a new 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 casebook has a quote from Shevalier and McKenzies (2012) review on culturally responsive doctrine that shares where classroom management arose from. It quotes classroom management arose from a family-like community specify 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 authoritative or taught at home. accomplishment 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 State s 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 sphere of a students background is where they belong. Being aware of students home life and if they conk in poverty areas helps the teachers learn to establish a postitive learning environment. The textbook discusses the article A Framework for Culturally Responsive Teaching pen by Raymond Wlodkowski and Margery Ginsberg. (1995) It discusses in poverty areas a learning environment has to punctuate intrinsic demand. 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 Indi viduals 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 mixed in students life then the students will succeed under their careMotivation and High ExpectationsCauses of slump Motivation in StudentsPressure Some students respond negatively to pressure and avoid participation because of fear of failure. They appear not to care but are using this to cover t heir anxiety. blue Classroom Expectations Teachers having poor attitudes and does not focus on students needs and common respect.Lack Of Home Support- Parents are less invlove in the students learning and deliver a lack of importance toward education.Low income 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 with particular 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 demand 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 worry away fro m 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 move in a task Attainment Value, which is when a student feels like they can achieve or accomplish a task and utility program Value, which is when the students feel like what they are learning and doing will benefit their locomote 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 cute including the teachers and students we have to try our best to create a favorable appetency for learning through their personal relevance, we have to c reate 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, arrest 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 successful classroom, and it is very important for the students. A lot of classroom problems can be prevented by creating a safe and authoritative 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 respo nd 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. atomic number 13 Educator Code of EthicsImportant Laws for TeachersBullying LawsAlabama has anti-deterrence laws and policies. The Student Harassment streak 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 pestiferous 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 certain protocols to resolve the bullying.No student shall engage in or be sujected to harassment, violence, threats of v iolence, or intimidation by any other student that is based on any of the specific characteristicsthat have been place 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 finicky 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 young with disabilitiesDue ProcessAccording to myaea Students first Act was adopted by the legislature during the 2011 regular session. This act imposed a new upgrade system and education support professionals in Alabama.Teachers have the right to hear and contest charges that are placed against the before they l ose their jobs. Teachers have a right to a hearing and have the right to appeal the hearings findings. case of Special Needs StudentsAccording to IDEA, students with disabilities can be suspended or expelled for violating the schools cypher of conduct. There are some procedures 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 district 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 concealment 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.state.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 variegate for Teachers by State. (2014, September 23). Retrieved November 24, 2015,from http//www.edweek.org/ew/articles/2014/09/24/05tenure.h34.html