Chapter 3

Chapter 3 leaning log
What: This week we discussed:
Kohlberg’s Moral Development
Develop moral reasoning – teach one level above where they currently are (ZPD)
Preconventional
Punishment – avoidance and obedience – speeding reasons
Exchange of favors – you can copy my math homework if I can copy your English
Conventional
Good boy/good girl – behave because you want people to like you
Law and order – no reasons but the law is the law (no field trip w/o permission slip – Jonny’s mom is in hospital and couldn’t sign – can he go)
Post conventional
Social contract – understanding why rules are needed and that they can be bent (few get here)
Universal ethical principle – moral right and wrong that can conflict with human laws
Willingness to break laws, knowing and accepting consequences, knowing laws are unjust
Social and personal development
Kids in JHS and HS trying to figure out who they are / unsure of themselves
Imaginary audience – everyone is looking at and judging ME!
Personal fable -My life is unique – no one has ever lived like me before
Thinks that affect others don’t affect me because of personal fable
DON’T CALL THEM OUT IN FRONT OF FRIENDS / DON’T CALL ATTENTION TO THEM

Erickson’s Psychosocial Development (each stage is the crisis)

Erik Erikson’s eight stages of development
Trust vs. mistrust (infancy) - to learn whether or not other people satisfy basic needs
· If basic needs are met, a sense of trust is developed
· If needs are not met its mistrust
Autonomy vs. shame and doubt (toddler years) – developing self sufficient behavior
· Autonomy – a sense of being able to handle many problems on their own
o Care givers encourage self sufficient behavior
· Shame and doubt about their ability to handle problems
o Caregivers demand too much too soon
o Attempts ridiculed or refusal to let child perform tasks they are capable of
Initiative versus guilt (preschool years) – independent activities
· Encouraged and supports – children develop initiative
· Discouraged, dismissed as silly and bothersome –guilt about needs and desires
Industry vs. inferiority (elementary school years) –
· Encouraged to do things, praised for accomplishments children develop industry by being diligent persevering at tasks until completed, put work before pleasure
· Ridicules or punished for efforts, find they are incapable of meeting adult expectations, develop feelings of inferiority about capabilities
Identity vs. role confusion (adolescence) –
· Role confusion – mixed ideas and feelings about the specific ways in which they will fit into society
o May experiment with a variety of behaviors and activities
· Identity – most adolescents achieve a sense of identity regarding who they are and where their lives are headed
Intimacy vs. Isolation (young adulthood) –
· When identities are established, ready for long term commitments to others – capable of forming intimate, reciprocal relationships, willing to make sacrifices and compromises that such relationships require
· Cannot form intimate relationships – possible reluctance or inability to forego satisfactions of own needs – a sense of isolation may result
Generativity vs. stagnation (middle age) –
· contributed to society – sense of Generativity ( productivity and accomplishment) results
· Self-centered and unable or unwilling to help society move forward – stagnation – a dissatisfaction with the relative lack of productivity
Integrity vs. despair (retirement years) – retrospection – looking back on life
· Integrity and contentment if believe have led a happy, productive life
· Despair – a life of disappointments and unachieved goals

SO WHAT: As a teacher knowing - as per Kohlberg - what stage my students are in and teaching them one level above where they currently are (ZPD) will help them development strong morals. In regards to Erik Erikson’s eight stages of psychosocial development, the teenage and young adult years are crucial in developing a sense of who and what a person wants to become. Although labeling can be counterproductive, labeling stages of development and understating them gives a teacher tools to guide students through this challenging phase of life.


NOW WHAT:
As a teacher my job is to educate and prepare students to be fully functioning and productive members of society.
o In the classroom I can help my students develop morality by doing the following:
§ Giving reasons that some behaviors are unacceptable
§ Encouraging perspective taking, empathy and prosocial behaviors
§ Exposing students to numerous modals of moral behavior
§ Engaging students in discussions of moral issues related to academic subject matter
§ Getting students actively involved in community service
o Understanding the stages of psychosocial development, (most of my kids should be in the stages of Identity vs. role confusion and Intimacy vs. Isolation) will help me as a teacher to guide my students to become emotionally healthy individuals.