Teaching to Human Development Stage Characteristics
The job of teacher is inclusive of a number of diverse variables thatare ever evolving and in need of individualization to each student. Inaddition to the academic curriculum and classroom management, the teacheris also responsible for addressing the developmental processes the studentis experiencing. The teacher is in a unique position of being able toobserve the student as well as being responsible for any educationalaccommodations directed at manipulating the classroom environment (Reid,2001). The purpose is to provide an environment conducive to learning and People develop throughout their lifetime. This was a major componentof the theory of development postulated by Eric Erickson. He also believedthat growth was a result of conflict that arises, not from the internalforces of the individual, but with the interaction with his or herenvironment (Cross, 2001). It is how the individual perceives the world aswell as the way in which the people around them respond that provides the Erickson's stages include: "the infancy stage (the first year-of-life), he proposed that the primary crisis to be resolved is one
As children adjust to the demands of thesocial environment in an academic context (school), peer relationshipsassume greater importance and they follow the behavior models of adults andpeers around them" (McCay and Keyes, 2001, p. Learning the skills for cooperative learning will enhance thestudent's ability to interact with others - the first step in social skillacquisition. Most teachers find themselves reacting to student behaviors by usingpunishment such as removal from the classroom, negative consequences,restitutional activities, school suspensions, and, or expulsion (Maag,2001). Maag provides five simple strategies by which teachers may incorporatepositive reinforcement into a classroom setting: first, catch studentsbeing good and provide either intrinsic (praise) or extrinsic (toy orcandy) rewards; second, set smaller goals for students to insure successand then reinforce efforts; third, incorporate group programs based onpositive reinforcement; fourth, implement strategies that will anticipateproblems (failures) and prevent them from occurring; and fifth, installstrategies that use peer influence in a socially constructive manner(2001). "These emotions then generate actions and 'actiontendencies' that are appropriate both to our particular cultural models andto our personal histories or 'scripts. Yevette Wanlass (2000),argues that, "educators need to broaden their conception of competence andtheir thinking about desired educational outcomes. Teachers must capitalize on student strengths, even ifit means going outside of academic boundaries, "valuing both the academicand nonacademic outcomes necessary for life success, and for helping eachstudent achieve her fullest potential" (Wanlass, 2000, p. Teachers tend to "embrace punishment because it is easy to administer,works for many students without challenging behaviors, and has been part ofthe Judeo-Christian history that dominates much of our society" (Maag,2001, p. If the child's potential is not evoked, ignored and, or, dismissed, it islikely that he or she will become developmentally delayed (McCay and Keyes,2001). ' As children develop, this constantinterplay between their cognitive and emotional functions gives rise toincreases in their abilities to reflect on and understand their emotions,consider others' perspectives, and inhibit or plan their actions" (p. Art allows skills acquisition, a sense ofcompetence that leads to increased self esteem, aids communication andacquisition of social skills, may assist in developing coordination andstimulation as well as encouraging the person to utilize skills acquiredthrough art experiences in the world around them (Lynch and Chosa, 1996).
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