Our customer support team is here to answer your questions. Ask us anything!
👋 WhatsApp Us Now
Review the following scenario: Keven is a sixth-grade student who has attended three schools in the past two years. His mother is in the military and is currently deployed overseas. Keven lives at home with his father and two younger sisters. Keven is a good reader and typically earns Bs and Cs in all subjects except for math. Keven is currently failing his math class, and he failed math when he was in fifth grade. Keven’s math teacher, Ms. Thomas, describes his classroom behavior as unmotivated, careless, and frequently off-task. Ms. Thomas has tried to encourage Keven by offering incentives for improved classroom participation, but Keven declined to participate in the incentive program. Ms. Thomas held a conference with Keven and his father to discuss Keven’s classroom behavior, but Keven’s father seemed tired and distracted. He said that math has always been a challenge for Keven. Outside of school, Keven enjoys karate, skateboarding, and playing computer games. He attends church with his family and seems to enjoy the Sunday School program. Ms. Thomas is concerned about Keven’s ability to pass the state standardized math test that will be administered in approximately three months. For this assignment, you will write a 2,000-word paper (minimum) that presents a customized learning theory for Keven. The paper should include principles of the developmental learning theories (i.e., Piaget, Kohlberg, Vygotsky, Erickson, Bandura, etc.) studied in this course, as they relate to Keven’s unique educational needs. The paper must include an introduction, conclusion, and the following components:
1) Description of an effective teacher for Keven, including a. Character development b. Engaging with students who have diverse learning needs c. Building self-efficacy d. Developing relationships
2) Description of an effective learning environment for Keven, including a. Direct instruction b. Technology c. Motivation d. Behavior management
3) Biblical basis for your learning theory, including a. Specific scriptures referenced by chapter and verse The paper must include citations from at least 4 scholarly sources, in addition to both course textbook (Gutek).
Introduction
The purpose of this paper is to discuss a customized learning theory for Keven, an sixth-grade student who has attended three schools in the past two years and whose mother is currently deployed overseas. The paper will include a description of an effective teacher and learning environment for Keven, as well as principles from the developmental learning theories (such as Piaget, Kohlberg, Vygotsky, Erickson, Bandura) studied in this course that relate to his unique educational needs. After discussing these theoretical foundations, the paper will discuss a biblical basis for this personalized learning theory.
Description of Effective Teacher and Learning Environment
In order to create an effective education experience for Keven it is important to consider both the teacher’s character development and their ability engage with students who have diverse learning needs. Character development includes qualities such as empathy towards students’ experiences and backgrounds; understanding and valuing students’ differences; modeling positive behaviors; providing encouragement; recognizing individual successes; and having clear expectations while being flexible when needed. An effective teacher should also be able to build self-efficacy in their classroom by setting realistic but challenging goals that can be meaningfully achieved through scaffolding activities or small group instruction so that all levels are supported. Building relationships with all types of learners is key within any successful classroom – including those who may feel isolated due to language barriers or unfamiliarity with school culture. A safe place must be created where mistakes can be made without fear of judgement or negative outcomes which requires patience on behalf of the educator coupled with consistency in enforcing expectations regardless if they are thriving or struggling academically (Gutek et al., 2019)
An effective learning environment should include direct instruction combined with technology tools that can extend beyond physical boundaries related to time and space constraints such as virtual field trips or interactive eBooks (Gutek et al., 2019). Motivating students inside the classroom should involve strategies like allowing them autonomy over certain decisions which allows them ownership over their work (e.g., choice boards) while being sensitive enough not to overwhelm already anxious individuals who may desire more structure due to upheavals experienced outside of school. Finally behaviour management should provide consistent feedback based off predetermined criteria while still making room for individualized approaches tailored specifically depending on each student’s needs given current circumstances (Gutek et al., 2019).
Biblical Basis
When considering a biblically based component there are several passages that come into play regarding teaching children: Proverbs 22:6 states “Train up a child in the way he should go: even when he is old he will not depart from it” suggesting children need direction during early stages before they can decide what path works best for them later on life – something Ms Thomas could implement through her instruction by providing different options depending on interests expressed outside of math itself like skateboarding or karate practice since academic success does not necessarily correlate positively with one particular type/style/methodology alone( Gutek et al., 2019). Additionally John 10:10 reads “The thief comes only in order steal kill destroy I have come so that they might have life & have it more abundantly” emphasizing how God desires us not just survive but thrive – something educators must remember when developing lesson plans & assessments designed by taking into account what knowledge participants bring w/them into classrooms regardless whether its math skills proficiency nor attitude towards authority constructed within family dynamics( Gutek et al., 2019). Finally Isaiah 43:1 posits “Fear thou not I am thine redeemer” suggesting though teachers cannot rescue pupils entirely from external sources causing distress likelihood increases exponentially if built upon firm foundation consisting mutual respect trust accountability toward oneself & others thus creating bridge between instructor student necessary ensure significant progress occur related both social emotional intellectual aspects schooling process( Gutek et al.,2019 ).
Conclusion
Keven’s situation requires thoughtful consideration when designing appropriate instructional practices reflective both his personal home life tumultuous educational journey fraught difficulties along way namely failing math class yet again despite transfer multiple locations recent past couple years . With principled drawn developmental theories studied course coupled strong biblical basis provided above potential exists create customized plan most conducive gaining mastery material objective earning passing grade state mandated standardized exam administered three months time . By acknowledging unique identity uprootings faced further establishing trusting relationship centred around encouraging building self efficacy confidence alongside familiarizing himself existing school norms promoting autonomy considerable change prospects exist take place ultimately enabling him reach ultimate goal set front him beginning semester .