EDUC101 – THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Week 13 By passive resistance (delay) and active resistance (argument) teenagers

increasingly push against parental control to live more on their own terms until by the
Adolescent Conflicts and Deviant Behaviors
end of adolescence, they have supplanted parents as their own authority and
Terms to Ponder established independence.

Deviant Behavior – defines deviant behavior as a system of actions or individual
actions that depart from socially acceptable legal and ethical standards.
Conflict – the process through which people confront and resolve inevitable human
differences between them.
In this process of continual challenge, parents must model the tools of
constructive conflict they want the young person to learn (speaking up, listening,
debating, negotiating, reaching agreement, and always observing the rule of safety)
that the young person, through formative practice, will bring to later relationships.

4. CONFLICTS ABOUT SIMILARITY. It is very common for parents to notice

There is more conflict with parents (differences over freedom and
responsibilities), and with siblings (differences over competition or dominance.)
Common causes for family conflict during adolescence:
1. CONFLICTS ABOUT COOPERATION. Conflicts from cooperation arise
when adolescents share something in common, and the management of that sharing
is in disagreement.
2. CONFLICTS ABOUT EMOTION. Not only can family conflict become an
emotionally arousing experience when frustration with opposition leads to anger at
being denied, but conflict can also be sought as an opening to express hurt or anger
from experience elsewhere.
3. CONFLICTS ABOUT AUTHORITY. When a young person separates from
childhood and enters adolescence they leave the age of command (when they
believed parents could make them obey) and enter the age of consent (when they
now know that compliance with parental rules is entirely up to them.)
psychological similarities between themselves and each child. Oftentimes these
similarities will be beneficial, creating a kind of mutual understanding and
compatibility. Sometimes, however, these similarities can put parent and child, and
particularly parent and adolescent, on a collision course in conflict like when both
are short-tempered, or strong willed, or extremely stubborn, or must have the last
word.
5. CONFLICTS ABOUT VALUES. In general, the child tends to incorporate
parental values as a way of remaining to close to them, committing to their views
about what matters, about what is right and wrong.
Come adolescence, however, as the young person sheds her childhood past
to create room for independent and individual growth, identification can shift to
embrace a more counter cultural definition.
Now a new set of influences can take hold, some of which can be antithetical
to values that parents still hold.
 EDUC101 – THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
Deviant Behavior Week 14
 the desire to assert oneself by changing the existing system of values and Motivation
views taken in the immediate environment.
Terms to Ponder
Currently, sociologists have established that deviant behavior among young
Motivation – defined as the desire to achieve a goal or a certain performance level,
people is more common than in other age groups for several reasons.
leading to goal-directed behavior.
 social immaturity and physiological features of the developing body.

In general, the main preventative measures of deviant behavior currently are
as follows:
 Provision of the reliable psychological protection of children and adolescents;
 Formation of socially valuable traditions among adolescents, which could
displace criminal and addictive actions;
 Support of youth organizations with positive goals and prohibition of the
activity of anti-social groups;
 Adoption of the youth policy that meets modern requirements;
 Support of the institution of the family, struggling with orphans;
 Promotion of the development of social work and its modernization;
 Active work with “difficult families”;
 Provision of equal opportunities in education;
 Provision of information for prospective parents about education, the
improvement of the level of social responsibility and literacy of the population;
 An increase in the role of the family and the school in the society;
 Improvement of the laws to protect children’s rights and creation of
organizations aimed at helping children and adolescents.
Types of Motivation
Different types of motivation are:
 Extrinsic motivations are those that arise from outside of the individual and
often involve rewards such as trophies, money, social recognition, or praise.
 Intrinsic motivations are those that arise from within the individual, such as
doing a complicated crossword puzzle purely for the personal gratification of
solving a problem.
Uses
Understanding motivation can:
 Help improve the efficiency of people as they work toward goals
 Help people take action
 Encourage people to engage in health-oriented behaviors
 Help people avoid unhealthy or maladaptive behaviors such as risk-taking
and addiction
 Help people feel more in control of their lives
 Improve overall well-being and happiness
 EDUC101 – THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
Impact According to Maslow, lower needs take priority. They must be fulfilled
before the others are activated.
There are three major components of motivation:
Specific examples of these types are given below, in both the work and home
 Activation involves the decision to initiate a behavior.
context. (Some of the instances, like "education" are actually satisfiers of the need.)
 Persistence is the continued effort toward a goal even though obstacles may
exist.
 Intensity can be seen in the concentration and vigor that goes into pursuing a Need Home Job
goal. self-actualization education, religion, training, advancement, growth,
hobbies, personal growth creativity
esteem approval of family, friends, recognition, high status,
Theory of Motivation community responsibilities
belongingness family, friends, clubs teams, depts., coworkers,
Part of what a theory of motivation tries to do is explain and predict who has
clients, supervisors,
which wants. This turns out to be exceedingly difficult. subordinates
Many theories posit a hierarchy of needs, in which the needs at the bottom safety freedom from war, poison, work safety, job security,
are the most urgent and need to be satisfied before attention can be paid to the violence health insurance
others. physiological food, water, sex heat, air, base salary

Maslow’s Hierarchy of Needs

Week 15
Maslow's hierarchy of need categories is the most famous example:
Theories of Motivation
Terms to Ponder
Motivation is a state-of-mind, filled with energy and enthusiasm, which drives a
person to work in a certain way to achieve desired goals.
Theories of motivation are often separated into content theories and process
theories. In short, content theories explain what motivation is, and process
theories describe how motivation occurs.
 EDUC101 – THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
Content Theories of Motivation Herzberg’s motivation-hygiene theory
Maslow’s theory of the hierarchy of needs, Alderfer’s ERG theory, Herzberg’s two-factor theory, also known as motivation-hygiene theory, was
McClelland’s achievement motivation theory, and Herzberg’s two-factor theory originally intended to address employee motivation and recognized two sources of
focused on what motivates people and addressed specific factors like individual job satisfaction.
needs and goals.
He argued that motivating factors influence job satisfaction because they
McClelland’s theory of needs are based on an individual’s need for personal growth: achievement, recognition,
work itself, responsibility, and advancement.
McClelland affirms that we all have three motivating drivers, and it does not
depend on our gender or age. One of these drives will be dominant in our behaviour. On the other hand, hygiene factors, which represented deficiency needs,
The dominant drive depends on our life experiences. defined the job context and could make individuals unhappy with their job: company
policy and administration, supervision, salary, interpersonal relationships, and
The three motivators are:
working conditions.
 Achievement: a need to accomplish and demonstrate own competence.
People with a high need for achievement prefer tasks that provide for
personal responsibility and results based on their own efforts. They also Process Theories of Motivation
prefer quick acknowledgement of their progress.
Process theories like Skinner’s reinforcement theory, Victor Vroom’s
 Affiliation: a need for love, belonging and social acceptance. People with a
expectancy theory, Adam’s equity theory, and Locke’s goal-setting theory set
high need for affiliation are motivated by being liked and accepted by others.
out to explain how motivation occurs and how our motives change over time.
They tend to participate in social gatherings and may be uncomfortable with
conflict. Reinforcement theory
 Power: a need for control own work or the work of others. People with a high
 focused on the consequences of human behavior as a motivating factor.
need for power desire situations in which they exercise power and influence
over others. They aspire for positions with status and authority and tend to be Based on Skinner’s operant conditioning theory, it identifies positive
more concerned about their level of influence than about effective work reinforcements as promoters that increased the possibility of the desired behavior’s
performance. repetition: praise, appreciation, a good grade, trophy, money, promotion, or any
other reward (Gordon, 1987).
Alderfer’s ERG theory
It distinguished positive reinforcements from negative reinforcement and
Alderfer’s theory of motivation expands on the work of Maslow and takes the
punishment, where the former gives a person only what they need in exchange for
premise of need categories a bit further. He observes that when lower needs are
desired behavior, and the latter tries to stop the undesired behavior by inflicting
satisfied, they occupy less of our attention, but the higher needs tend to become
unwanted consequences.
more important, the more we pursue them.
He also observed a phenomenon that he called the frustration-regression
process where when our higher needs are thwarted, we may regress to lower needs.
 EDUC101 – THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
Adam’s equity theory of motivation  Setting goals that are specific and measurable. These can focus us
toward what we want and can help us measure the progress toward the goal.
For example, Adam’s equity theory of motivation (1965), based on Social
 Goal commitment should be obtained. If we do not commit to the goals,
Exchange theory, states that we are motivated when treated equitably, and we
then we will not put adequate effort toward reaching them, regardless of how
receive what we consider fair for our efforts.
specific or challenging they are.
It suggests that we not only compare our contributions to the amount of  Strategies to achieve this could include participation in the goal-setting
rewards we receive but also compare them to what others receive for the same process, the use of extrinsic rewards (bonuses), and encouraging intrinsic
amount of input. motivation through providing feedback about goal attainment. It is important to
mention here that pressure to achieve goals is not useful because it can
result in dishonesty and superficial performance.
Vroom’s expectancy theory  Support elements should be provided. For example, encouragement,
needed materials and resources, and moral support.
Victor Vroom’s expectancy theory (1964), on the other hand, integrates
needs, equity, and reinforcement theories to explain how we choose from alternative  Knowledge of results is essential. Goals need to be quantifiable, and there
forms of voluntary behavior based on the belief that decisions will have desired needs to be feedback.
outcomes. Vroom suggests that we are motivated to pursue an activity by
appraising three factors:
Week 16
 Expectancy that assumes more effort will result in success
Collaborative Learning
 Instrumentality that sees a connection between activity and goal
 Valence which represents the degree to which we value the reward or the Terms to Ponder
results of success.
Collaborative learning is the educational approach of using groups to enhance
learning through working together. Groups of two or more learners work together to
solve problems, complete tasks, or learn new concepts.
Locke’s goal-setting theory
Finally, Locke’s (1990) goal-setting theory, an integrative model of
motivation, sees goals as key determinants of behavior. Possibly the most widely Why Use Collaborative Learning?
applied, the goal-setting theory stresses goal specificity, difficulty, and acceptance
Research shows that educational experiences that are active, social,
and provides guidelines for how to incorporate them into incentive programs and
contextual, engaging, and student-owned lead to deeper learning.
management by objectives (MBO) techniques in many areas.
The benefits of collaborative learning include:
Lock’s recipe for effective goal setting includes:
 Development of higher-level thinking, oral communication, self-management,
 Setting of challenging but attainable goals. Too easy or too difficult or
and leadership skills.
unrealistic goals do not motivate us.
 Promotion of student-faculty interaction.
 EDUC101 – THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
 Increase in student retention, self-esteem, and responsibility. 3. Teaches how to think critically and quickly
 Exposure to and an increase in understanding of diverse perspectives.
The learner must quickly synthesize responses and, if they find that their
 Preparation for real life social and employment situations. argument is lacking, adjust their ideas on the fly.
Individuals learn how to think critically and quickly, while in taking new
Considerations for Using Collaborative Learning information and adjusting their own viewpoint as new ideas are introduced.

 Introduce group or peer work early in the semester to set clear student
expectations. 4. Promotes listening to criticism and advice
 Establish ground rules for participation and contributions.
 Plan for each stage of group work. The learner will also listen to others talking through their ideas, offering their
 Carefully explain to your students how groups or peer discussion will operate thoughts for or against their peers’ arguments.
and how students will be graded. This dynamic approach means that learners gain a more full
 Help students develop the skills they need to succeed, such as using team- understanding of the topic, as they have to consider it from all angles.
building exercises or introducing self-reflection techniques.
 Consider using written contracts.
 Incorporate self-assessment and peer assessment for group members to 5. Develops public speaking and active listening skills
evaluate their own and others' contributions.
Individuals learn to speak well in front of an audience of their peers, to listen
The individual benefits of collaborative learning actively, to challenge ideas and build a framework of ideas in conjunction with
others.
1. Turns learning into a truly active process
This increased social ease will help individuals both socially and at
The learner must organize their thoughts, present a cohesive argument to
work.
demonstrate their point, defend that point to their peers, and convince others that
their argument is correct.
This active engagement means that the individual learns, and retains, 6. Improves cooperation
more knowledge.
When given a specific goal, learners are more likely to engage in thoughtful
discussion with each other, improving both their understanding of the subject and
their esteem for each other.
2. Promotes learning from others viewpoints
Learners benefit from hearing diverse viewpoints. Studies show that when a
person is exposed to diverse viewpoints, especially from people with varied
backgrounds, they learn more.
 EDUC101 – THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
and intend to adhere to them. And when a student breaks a rule, it will be easy for
you to point to this document.
Week 17
4. Avoid punishing the class
Classroom Management
Address isolated behavior issues instead of punishing an entire class, as the
Terms to Ponder
latter can hurt your relationships with students who are on-task and thereby
Classroom management refers to the wide variety of skills and techniques that jeopardize other classroom management efforts. Instead, call out specific students in
teachers use to keep students organized, orderly, focused, attentive, on task, and a friendly manner. For example:
academically productive during a class.
 “Do you have a question?”, not “Stop talking and disrupting other students”
 “Do you need help focusing?”, not “Pay attention and stop fooling around
while I’m talking”
The following are techniques for effective classroom management.
This basic approach will allow you to keep a friendly disposition, while immediately
1. Model ideal behavior
acknowledging poor behavior.
Make a habit of demonstrating behavior you want to see, as many studies
5. Encourage initiative
show that modeling effectively teaches students how to act in different
situations. Talking about a test or other relatable topic, be sure to: Promote growth mindset, and inject variety into your lessons, by allowing
students to work ahead and deliver short presentations to share take-away
 Use polite language
points. Almost inevitably, you’ll have some eager learners in your classroom. You
 Maintain eye contact can simply ask them if they’d like to get ahead from time-to-time
 Keep phones in your pockets
 Let one another speak uninterrupted 6. Offer praise
 Raise concerns about one another’s statements in a respectful manner Praise students for jobs well done, as doing so improves academic and
2. Let students help establish guidelines behavioral performance, according to a recent research review and study. When it
is sincere and references specific examples of effort or accomplishment, praise can:
Encourage all students to help you build classroom rules, as you will
generate more buy-in than just telling them what they are not allowed to do.  Inspire the class
Regardless, having a discussion should lead to mutually-understood and respected  Improve a student’s self-esteem
expectations.  Reinforce rules and values you want to see

3. Document rules Perhaps more importantly, it encourages students to repeat positive behavior.

Do not let your mutually-respected guidelines go forgotten. Print and 7. Use non-verbal communication
distribute the list of rules that the class discussion generated. Then, go through the
Complement words with actions and visual aids to improve content delivery,
list with your students. Doing this emphasizes the fact that you respect their ideas
helping students focus and process lessons.
EDUC101 – THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES