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Psychology Application Project

Psychology Application Project. By: Kriste Wiggs CEPD 4101 Yan Yang . Background Information. Observation took place at Mt. Zion Elem. in Carrollton It was a pre-K class with ages from 4-5 The class was majority caucasion and the other half was split with Black and Hispanic.

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Psychology Application Project

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  1. Psychology Application Project By: Kriste Wiggs CEPD 4101 Yan Yang

  2. Background Information • Observation took place at Mt. Zion Elem. in Carrollton • It was a pre-K class with ages from 4-5 • The class was majority caucasion and the other half was split with Black and Hispanic.

  3. Student M “Matt” • Student is a young boy that is very manner able and smart but has problems with behavior. • He is four but has a birthday coming soon could pass for an older age because of height and wisdom. • He is very smart and usually one of the main ones answering questions in class but for some reason his actions doesn’t always reflect

  4. The classroom • The classroom has very clear set rules that not only appear but are verbally reminded when needed • The teacher and Para-professional work together to help the students • The teacher is a little more stern when students act out while the Para-pro tends to be firm but with a more relaxed tone • Students are encouraged to stay on task and keep up good behavior to earn brownie points

  5. The points the class can receive for good behavior Encouraging them to stay on task and to keep a positive learning environment

  6. Teacher expectany Theory • The teacher firmly believes that students should be aware of the expectations you have for them. • All students are encouraged to work hard and have good behavior because the teacher lets them know what they are capable of. • Even with student M she pushing she for positivity allowing the student to do better each day

  7. Applying the Theory • Student M’s behavior varied from day to day but each day is was given the chance to make improvements. • When he had a good day and earned his desired chips for the day the teacher would push him to try to earn more the next time. • The teacher constantly reminding him of how smart he was and that she knew he could make good choices. • His behavior seemed to be improving when I had him separate from another classmate but once this was no longer enforced the behavior declined again.

  8. My references • http://www.education.com/reference/article/teachers-expectations-affect-learning • http://www.bestyears.com/expectations.html • Snowman, J., McCown, R., & Biehler, R. (2012). Psychology applied to teaching (13th ed.). Belmont, CA: Wadsworth, Cengage Learning. • http://en.wikibooks.org/wiki/Contemporary_Educational_Psychology/Chapter_6:_Student_Motivation/Expectancy-Value_Theory

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