After watching the video and reading everyone's posts thus far, I could not help but think of my experience this summer working with students. I supervised incoming Juniors and Seniors in High School as we held a summer transition program for the 8th grade students. It was interesting to see the extreme difference between the 8th grade students who were in summer school and those that were in the volunteer program for high school readiness. It was also very interesting to note the changes in students when they were alone and together. Some "bad" kids would act so "good" when they were alone and some of the "good" kids would change instantly, based on who they were with in a given moment. Also, one of my student workers came to me and asked why the kids in her classroom were so bad. They didn't respect the teacher, they acted out and they used terrible language. I responded to her, "Well, we don't know how their home lives are, maybe they come from households where it's acceptable to yell and be like that." She sat and thought for a minute and responded, "Well my parents are really crazy, like you wouldn't believe. And I never once acted like them." Interesting, right? And I happen to know her mother was a drug addict who died of an opium overdose and her father is an abusive alchoholic. Luckily, she does not live with him anymore.
I do believe that negative behaviors are learned by many kids, and they are modeled unfortunately by adults. However, there are plenty of students who also grow up "opposite" of the people in their household. They may model behavior of other students, or they may simply be reacting to low or high expectations and atmospheres that the school has established.I have seen the same student act completely different in 2 different classrooms. Therefore, I agree that we must model certain behaviors, which develops the social aspect of students, but we must also engage their moral development through other ways, such as activities and meaningful dialogue. Not everyone models what they see, and we can't make assumptions either way. We have to build our students' critical thinking capabilities so that they can be more aware of their environment and who they are.
Final Exit Ticket
Congratulations! You have completed your course on Affective Education. How quickly the time has passed. Each week there was something new to read, process, analyze and evaluate. Believe it or not, I was learning right along with you. How could I not? Considering that many of you provided such rich professional insight. I am a firm believer that it is always good to look at material, theories, and educational frameworks from different perspectives. For that, I thank you. Nonetheless, every course has its highlights; those moments whereby things simply stand-out and make a lot of sense, which leads to our final exit ticket. Please answer the following questions, what was the “ah ha moment for you”? And as a result, what new knowledge have you constructed through our eight week dialogue on Affective Education that strengthened your confidence about teaching moral education?
Albert Bandura
Bobo Doll Experiment
Video Link to the Bobo Doll Experiment
Review the video depicting Albert Bandura's Bobo Doll Experiment, which looks at aggression, observational and imitative learning. Share your opinion on how or why this experiment fits (or does not fit) into a discussion about affective education. Be sure to support your opinion. This counts as exit tickets for weeks 5 & 6. I look forward to reading your posts.
http://www.youtube.com/watch?v=vdh7MngntnI
http://www.youtube.com/watch?v=vdh7MngntnI
The Stages of Moral Development
It has been noted that the Domain Theory was established in an attempt to "categorize behaviors into either a moral or social domain"(Freday, 2009), however prior classification systems, such as Kohlberg's theory of moral development, placed morality and social convention in the same developmental domain. Domain theory separates the two and goes on to highlight the differences in a child's development of each (Freday, 2009, para. 2). Do you agree or disagree? Post your views.
With that noted, click on the You Tube link provided. View the Kohlberg video that explores the stages of moral development and post your views and reations to the video in no less than a 100 words. You may use the book or any other reading from class to support your views. Just be inclined to cite your sources. I look forward to reading your post.
http://www.youtube.com/watch?v=zY4etXWYS84
With that noted, click on the You Tube link provided. View the Kohlberg video that explores the stages of moral development and post your views and reations to the video in no less than a 100 words. You may use the book or any other reading from class to support your views. Just be inclined to cite your sources. I look forward to reading your post.
http://www.youtube.com/watch?v=zY4etXWYS84
Monday, December 7, 2009
Subscribe to:
Post Comments (Atom)
Very interesting perspective!
ReplyDeleteI especially agree with building students' critical thinking skills to improve self-awareness and to help them pay attention to environments. Need to plant those seeds of knowledge.
This comment has been removed by the author.
ReplyDelete