Psychology Applied
I was placed in an eighth grade English class that is an inclusion classroom. Inclusion classrooms are general education classrooms that include children with special needs. These classrooms typically have one subject oriented teacher and one special education teacher. The classroom I was assigned to had an English teacher (Mrs. V.) and a Special Education teacher (Mrs. S.). The English teacher gave the day to day assignments and instructed the class, while the Special Education teacher acted as a resource teacher for all of the students. There were three different classes held during the school day and each class contained it's own culture, norms and rules. The classes are scheduled for two periods and have five-minute breaks in between each class. The school uses skills testing to place the student in a particular class setting that is closest to the student's ability. The schedule of the classes is as follows:Class #1 Periods 1 and 2 Inclusion class Class #2 Periods 4 and 6 Inclusion class Class #3 Periods 7 and 8 Not an inclusion class The school racial makeup is approximately 60% Caucasian, 20% African American, and 18% Latino American. The first two classes have a higher concentrat
ion of African and Latino Americans, while the third class is closer to the school ratios. There are several different stage theories in use today. Erikson's theory of psychosocial development, Piaget's theory of cognitive development and the theories of moral development presented by Piaget, Kohlberg and Gilligan; allow for a greater understanding of why the students behave and learn in a particular manner. Application of Behavioral and Social Learning Theories In Piaget's theory of moral realism vs. moral relativism, moral relativism looks at intent while moral realism looks at facts. According to Piaget's theory the students in all of Mrs. V.'s English classes should be using moral relativism (or moral cooperation). Many of the students show a belief that rules are mutual agreements instead of laws given to them by those in authority. However a few of the students would still be classified as exhibiting moral realism (or morality of constraint). Several of the students in Class #1 could not understand why they were reprimanded for talking in class (the talk centered around plans for after school) and other students were not reprimanded (their conversation was about the assignment).
Some common words found in the essay are:
BF Skinners, Alice Class, Conclusion Psychology, According Erikson's, Special Education, V's English, Alice Alice, , Theories Development, Kohlberg Gilligan, operant conditioning, moral relativism, class #1, social learning, class #3, erikson's theory, special education teacher, moral realism, students class, ready begin, inclusion class, student's home life, industry vs inferiority, inclusion class class, teacher special education,
Approximate Word count = 1705
Approximate Pages = 7 (250 words per page double spaced)
|
