PSYC 5123 Educational Psychology Lecture 10 PDF

PSYC 5123 Educational Psychology 2023-2024 Term 2 Lecture 10 March 21 Agenda Motivation 2: Mindset Chapter 16: Behavior and Learning The importance of teachers knowing and understanding their students as individuals to help them respond effectively to undesirable behavior Chapter 17: The Effects of...

PSYC 5123 Educational Psychology 2023-2024 Term 2 Lecture 10 March 21 Agenda Motivation 2: Mindset Chapter 16: Behavior and Learning The importance of teachers knowing and understanding their students as individuals to help them respond effectively to undesirable behavior Chapter 17: The Effects of Disadvantage How disadvantage might be defined and identified in educational settings and how the negative outcomes can be mitigated Sharing Session: Helping Disadvantaged Students (by Jason) Behavior and Learning ‘Good’ or ‘Bad’ Behavior – Beyond The Binary Behavior is far more complex than ‘good’ or ‘bad’. Instead of good or bad, what behavior is desirable or undesirable. Student need to modify their behavior according to the situation. ‘Good’ or ‘Bad’ Behavior – Beyond The Binary Even model students may sometimes fall short of expectations and similarly, even the most challenging student is likely in some lessons to be engaged, hardworking; they are after all young, developing and learning how to navigate the complex landscape of school, relationship and life. Teachers should, at all times, set and reinforce high expectations which inspire, motivate, and challenge students to excel, according to their own talents and abilities (DfE, 2011). ‘Good’ or ‘Bad’ Behavior – Beyond The Binary It’s important to consider how expectations are set, communicated, and revisited in order to create a positive climate for learning that will support needs of all students. Set out and reinforcing, clear, explicit expectations relating student behavior is an important factor in establishing a safe and stimulating environment in which all students can thrive. Behavior Triage Behavior Triage Triage 1: Challenging behavior – potentially will consume teachers’ time, effort and energy. Until these pupils are adequately attended to, it is unlikely anyone else will receive attention. Triage 2: Desirable behavior – easily acknowledged. Teachers may use a range of praise and rewards to recognize the behavior and the active engagement of these pupils. Triage 3: Compliant behavior – these pupils may receive little/no personalized feedback or recognition from the teacher during a lesson. It is taken for granted that these pupils will get on with their work and they do not trouble the progress of lessons and so may be overlooked. Critical Questions regarding the Behavior Triage From a teacher's perspective: How can the concept of behavior triage assist you in understanding and effectively working with all students? In what ways can you apply this approach to ensure that no students are overlooked or ignored? From a student's perspective: If you were in triage 2 but ignored by teachers, what suggestions would you offer them to improve their approach? Behavior is Communication. No behavior is neutral. All behavior is communication. Teachers cannot control their students, but they can control their own behavior and response to students. The better the teacher understands what the student is trying to ‘say’ through their behavior, the better positioned they will be to respond to that communication in a positive, and productive way. Behavior for Learning Behavior for learning is a positive behavior approach that, when implemented effectively, can inspire students to learn. This approach focuses on understanding and establishing links between behavior and learning and teaches students behaviors that enable them to learn effectively according to the situation (Ellis & Tod, 2018). For example: positive reinforcement. Critical Questions regarding Behavior for Learning Have you ever reflected on your own experiences and thought about a specific teacher who made a significant impact on your life, playing a role in shaping where you are today? What lessons or qualities can you draw from that particular teacher's approach to inspire and motivate young people? Self-Concept and Self-Fulfilling Prophecy Schools play a vital role in supporting students to learn and develop a range of skills (e.g., social, emotional, and cognitive skills) that will enable students to live well. Students arrive in the classroom with a pre-existing self-perception of who they are, this shapes how they act. Self-concept is influenced by the experiences children and young people have been exposed to, including neglect, abuse, and verbal aggression. Teachers can unintentionally reinforce a student’s negative self-concept, particularly if they are unaware of unconscious bias. Trauma Informed Education Trauma Informed Education The Effects of Disadvantage Definitions of Disadvantage On a basic level, disadvantage in education may be defined as any factor which result in poor levels of participation and/or achievement in formal education (e.g., disability, ill health, and SES). Disadvantage in education can be the barriers and challenges that certain individuals or groups face in accessing and benefiting from quality education. Disadvantaged students often experience unequal opportunities and outcomes in education compared to their more privileged counterparts. Definitions of Disadvantage Payne (2005) defines poverty in more general terms as the ‘extent to which an individual does without resources’, and identifies the eight resources that influence achievement: Financial, Emotional, Mental, Spiritual, Physical, Support systems, Role models, Knowledge of hidden rules Addressing Disadvantage in Education Support from schools, teachers, and educational systems Parental engagement School choice Parental support Self-Limitation Individuals belonging to certain disadvantaged group are likely to limit their own educational prospects. https://researchdb.hsu.edu.hk/assets/upload/13371/STIC S-05-2016-0002.pdf https://researchdb.hsu.edu.hk/assets/u pload/13371/STICS-05-2016-0002.pdf Let’s discuss Self-Limitation How can students overcome self-limitation and address educational disadvantages they may face? How can educators support this process? Special Educational Needs and Disability (SEND) https://www2.osa.cuhk.edu.hk/sens/en-GB/information-on-sen https://sense.edb.gov.hk/en/about-us/sense.html https://www.edb.gov.hk/en/curriculum-development/curriculumarea/special-educational-needs/index.html Why We Like Labels Diagnoses provide a name and credibility to difficulties. Help individuals understand themselves better. Increase self-esteem and combat feelings of being "stupid." Provide access to services and support that are not available without a diagnosis. Reading about successful individuals with similar diagnoses can be helpful. Why We Don't Like Labels Labels can lead to perceptions of "normal" and "outsiders." Grouping children based on labels may overlook their individuality. Children can have multiple labels, leading to a focus on deficits rather than strengths. Labels can perpetuate a culture of low expectations. Some children may use labels as excuses, hindering their progress. Alternative Approach Consider all children as unique individuals. Embrace neurodiversity and celebrate diversity of brain function. Focus on strengths as well as challenges. Provide support that meets individual needs and removes barriers to learning. Next Chapter 13: Psychology and the Professional Learning of Teachers and Other Educational Professionals Sharing Session by Jason