Personality is something you are born with that can be modified some through environments. Temperament is how you react to things, this can be changed. "... brain circuitry ... is... malleable" therefore "temperament is not destiny."
Sense of Self encompasses two parts, self- concept, self- esteem. Self concept is how you see your self in regards to characteristics, strengths and weaknesses. Self- esteem is judgements and feelings about oneself. There are about eight different components that may affect different people's sense of self more and less strongly. How smart in school, how skillful of an athlete, how good is behavior, how attractive, how do others like me, have good friends, how romantically appealing, how successful? we also need to know the different way students will view themselves through out their development. Childhood- concrete optimistic, Early adolescence: - imaginary audience (every one will notice) - personal fable (you don't know how I feel, invincible), Late adolescence- multi faceted.
Erikson's Psycho Social Crisis: how people view them-selves, how erikson saw it
1 trust v mistrust
2 autonomy v shame and doubt
3 initiaive v guilt
4 industry v inferiority
5 identity v role confusion
6 intimacy v isolation
7 generativity v stagnation
8 integrity v despair
Kohlberg moral development:
1. preconventional, punnishment avoidance/ obendiance ( if I cheat I'll get in trouble) and exchange of favors (you can copy off my test if I can copy off of yours tomorrow)
2. Conventional, goodboy/ goodirl and law & order
3. post conventional, social contract and universal ethical principle (dr. martin luthar king, civil disobedience)
Gilligan notes the weaknesses in Kohlberg's reasearch (too many boys studied).
boys -rights and autonomy - noninterference - rules girls - relationships and interdependnece - empath and compassion - situational (it depends)
Goelman Emotional Intelligence: because emotions can "get in the way" emotional intelligence is very important in deciding how "successful" we'll be in life. Emotions affect all other abilities.
-knowing one's emotions - managing emotions - motivating oneself - recognizing emotions in others - handling relationships
*people with good emotional skills are more likely to be contest and effective in life
*people who can't get at least some control over emotions deal with inner battles that affect other aspects of life.
Marshmallow test:
Children were put in a room with a marshmallow. they were told that they could eat the marshmallow if they wanted, but if they waited until the tester came back, they could have two marshmallows. The researchers followed these students to see what kind of people they would be later on in life. The students who were able to wait for the tester to come back had a lot more desirable personality traits and academic scores.
so what
emotional intelligence(EQ): Recognizing that emotional intelligence exists and affects our lives tremendously, considerations for EQ needs to be implemented in classrooms. Classrooms need to be places "where students feel respected, cared about,and bonded to classmates, teachers, and the school it self." Teachers should integrate EQ into their curriculum, be and example of good EQ behaviors, notice and take advantage of EQ teaching opportunities, value EQ in students, create opportunities for EQ reflection, keep a journal of my EQ and encourage students to do it.
A sense of self impacts actions, we need to know what influences this. 1 previous performance, behavior of others, group memberships and achievements. It would be good for teachers to understand where their students are developmentally.
Moral reasoning is also something that develops. Depending upon where a student is in their moral reasoning is going to depend on how you will be able to reach students. For example, telling students that they will get in trouble if they cheat may be enough to scare some students from doing it. Some students may need to be expalined that when you cheat you are getting someone elses grade and you can be proud or happy with a grade you haven't earned your self. Still other students may need to understand that you shouldn't cheat because tests arn't important anyway, it what you learn. These different level of reasoning are things teachers will run into and inorder to help children to understand or to learn we should be able to appeal to these different levels of moral reasoning.
now what:
emotional intelligence:
when teaching and in my own home I need to be conscientious of what type of emotional lessons I am teaching. Growing up for me, emotions were very chaotic. This may be partly why I struggle with emotions even now. I need to establish the places in my life to include/teach important emotional skills. Emotional coaching is one thing which would be good to implement. This is done by talking about feelings, not being critical and judgemental, do emotional problem-solving, and teaching alternatives to unwanted behavior. Working on emotional skills my self, now, is going to help set a precedence for them in my areas of influence.
moral development: it will be important to give reasons that somebhaviors are unacceptable, encourage perspective taking empathy and prosocail bhaviors, expose studnets to numerous model of moral behavior, engage studetns in discussions of moral issues related to academic subject matter, get students actively involved in community service.
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