FDT101 Last updated 06 July 2012

Assignment Cover Sheet

S

Student ID*

Postal Address (must be completed by all students)

Number & Street
or PO Box

Unit 18/3 manton street

Mr Mrs Ms Miss Dr

Title

Other ______________________________

Surname*

wilson

Suburb / Town

Given Names*

lauren

State

Preferred Name
(optional)

darwin
NT

Postcode

Country
(if outside Australia)

Are you an International Student*

Date of Birth

Yes
8

No

Unit Code*

ETP20

Unit Name*

TEACHING AND LEARNING 2

Assignment
Title*

Assignment 1

Lecturer name*

Contact Phone 1

Contact Phone 2

Sue Smith

Charles Darwin University is unable to accept and process assignments without a

completed assignment cover sheet.
PLEASE READ THE IMPORTANT INFORMATION ON THE REVERSE OF THIS FORM.
Due date*

Posting date *

18/10/2014

10/10/2014

Semester
Semester 1
Term 1
4

Have you applied for an extension?______________________________________

Yes

Semester 2
Term 2

Summer Semester
Term 3
Term

No_______

Student Comments

Lecturer Comments

Declaration
I declare that all material in this assessment is my own work except where there is a clear acknowledgement and reference to the work of others. I
have read the Universitys Academic and Scientific Misconduct Policy and understand its implications.*
http://www.cdu.edu.au/governance/policies/academicandscientificmisconductpolicy.pdf
I agree

Version 2

I do not agree

Controlled by the Office of Learning and Teaching

Teaching and learning 2

ETP120
Scenario 2: Brynne was a bright, helpful student and received an
excellent report in Year 7. In Year 8 she became rude and
rebellious in class, but still received top marks.

Brynne is a gifted student; she is also an early maturing girl whose parents are
currently going though a divorce. These three circumstances fall into the
themes of intelligence, physical development and family, peers and schooling. I
will analyse why these themes and circumstances have led to Brynnes change
in behaviour and will also provide responses to overcoming Brynnes scenario.
Intelligence
Brynne is a gifted and or talented student. Berk (2013). Describes gifted or
talented students tend to be socially isolated. Solano (1974) also posits that
gifted girls are quite often disliked by their age mates; this confirms Berk (2013)
Argument as to why girls in particular try to become better liked by their peers
by hiding their abilities.
Students like Brynne when not sufficiently challenged, sometimes lose their
drive to excel (L,E. Berk, 2013, pg.354). They become bored and are
disinterested in learning. Even though at this stage Brynne is still receiving top
marks for her work I make the assumption based on both Berk and Solanos
findings that it is only a matter of time before Brynne is to fall into this category
and loses her drive to excel and her interests gravitate towards being liked by
her age mates.

Physical development
The commencement of puberty and the body maturing are issues of physical
development that have influenced Brynne and that may provide insight into
why her behaviours have evolved from positive and helpful to a more negative,
rude and self destructive.
Pubertal timing is an aspect influencing Brynnes rebellious behaviour. Brynne
is a early maturing girl (L,E. Berk, 2013, pg.208) In her physical development,
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and she is quite possibly embarrassed or ashamed of this as she is physical
different in appearance to her age mates. Berk (2013) labels early maturing
girl to typically being withdrawn, lacking in self-confidence and more involved in
deviant behaviour; Of course not every students fits this mould but for Brynne
this explains her rude and rebellious behaviour and her desire to fit in with her
age mates.
Brynnes lack of self-confidence and low self-esteem are reflections on her
physical development. Her self-disruptive behavior has been triggered by her
early development, as she cannot control her pubertal timing. Acting out in a
rebellious manor is the only way she knows how to express herself and how she
feels.

Family, peers and schooling

Family, peers, and schooling pressures are also key concerns that are playing
havoc with Brynnes social and emotional wellbeing and in turn negatively
effecting her behaviors.
Berk (2013) explains how the impact of family relationships on adolescences
development can become complicated with a range of outside factors and
interactions, or lack there of between family members. Hostile and tense
family relationships interfere with child rearing and families that are less
responsive to the childs needs and are more likely to criticizes and express
anger towards their children. (Caldera & Lindsey, 2006; Krishnakumar
&buehler, 2000; McHale et al., 2002 as cited in Berk, 2013)
Brynnes parents are going through a divorce; her parents fight and are hostile
towards one and other. Because of this they tend to neglect Brynne and her
emotional needs. It is because of this that Brynnes attitude towards family
relationships has suffered, Berk (2013) suggests students with divorced parents
express demanding, attention getting behavior at school as a coping
mechanism. Berk (2013) also states that children from divorced families overall
have lower self-esteem; social competence and behavior problems are also
higher. Marsh (2010) supports this and reinforces it by expressing that, Self
esteem to be one of the most basic of human needs and that it is a powerful
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factor in classroom behavior.

These three factors are interrelated and each effects one and other and in turn
effects Brynne and her behaviour. Brynnes physical development and pubertal
timing effects her self-esteem and confidence, which negatively impacts on how
she see herself and to express this she is rude and rebellious. Brynnes
neglected and unloving family relationships brought on by her parents divorce
add to Brynnes negative attitude and to cope she expresses this through rude
and rebellious behavior. Brynnes intellectual capabilities have not yet been
effect by these changes, however the growing desire to be liked by her age
mates will become a priority and her she will gravitate towards hide her abilities
to fit in.

As a teacher you cannot realistically alone cater to all students needs. Familys
and teachers need to work hand in hand to be able to address and tackle
students situations head on. There are many Strategies, techniques and
processes that can be implemented and used that are both informed and align
to the themes addressed, to overcome Brynnes situation. The way you choose
to teach curriculum to students is important; and teachers must choose the
appropriate pedagogies (Lyons, G., Ford, M., & Slee, J. 2013, pg.100). Lyons et
al (2013) also state the importance of the using the right pedagogy that will suit
the needs of your students. Using a different pedagogical approach when
delivering content, such as the turn-around pedagogy, is an excellent
paradigm for a student like Brynne as the Turnaround pedagogy involves a
physical and embodied turn by the teacher (Comber, B. & Kamler, B. 2012).
The teacher is moving to see the student and their families in different context.

Effective communication is a fundamental component in the building of

healthy relationships and promoting positive behaviours (Lyons et al , 2013,
pg.68 ) it is also the platform for the development of human relationships that
are functional and reciprocal. Knowing your students is not only a fundamental
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aspect of the turn-around pedagogy but is also vital in building a positive,
respectful relationship. A successful teacher should not expect nor demand
respect or results from their students unless they reciprocate it. The best way to
do this is to talk with your students on a daily basis and develop mutual
relationship. When a teacher understands their students and is aware of their
personal lives, catering to their educational needs and forming this relationship
is made easier. As Brynnes teacher I would consciously set aside time before,
during and even after classes to touch base with Brynne and how she is getting
on. Communicating with Brynnes family is also an important avenue to open up
the conversation and gain insights into the histories, privileges and disadvantages of family life as well as out-of-school activities and interests.
(Comber, B. & Kamler, B. 2012).

The turn-around pedagogy and knowing your students are two strategies that
are closely linked together as for the turn-around pedagogy to work it relies on
teacher and family communications. As Brynnes teacher I would work together
with her family to focus on Brynnes intellectual needs Groundwater-Smith, S.,
Ewing, R., & Le Cornu, R. (2011) Suggests that finding ways to differentiating
the curriculum or personalizing students learning activities through
individualized contracts to ensure that gifted students like Brynne are still
motivated to learn, but dont feel like they are being separated from the rest of
the class are fundamental to avoid the possible outcome of disengagement with
class work and continued rebellious behaviour.

For Brynne and myself as a teacher to overcome the rude and rebellious
behavioural problems addressed use of the turn-around pedagogy and catering
to Brynnes learning needs are essential build understanding of the Brynne
herself and in turn better cater to her needs both emotionally and intellectually.
Getting to know Brynnes family, their histories and personal circumstances will
promote reconciliation between Brynne and her parents while the family copes
with the divorce. Conversing with Brynne and her family and developing
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positive relationships will also assist in transforming Brynnes rude and
rebellious behaviour. Creating a personalized contract involving more
intellectually stimulating work will all continue to keep Brynne focused and
avoid the possibility of giving up or hiding her abilities in the future just to be
more liked by her age mates.

References
Berk, L. E. (2013). Child development. Boston: Pearson Education/Allyn &
Bacon.
Solano, C. H. (1974) Teacher and Pupil Stereotypes of Gifted Boys and Girls.
Retrieved from : http://eric.ed.gov/?id=ED137667

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Lyons, G., Ford, M., & Slee, J. (2013). Classroom management: Creating
positive learning environments. South Melbourne, Vic: Cengage Learning.
Comber, B. & Kamler, B. (2012). Turn-around pedagogies: improving the
education of at-risk students. Retrieved from
http://www.sagepub.com/upmdata/52450_Turn_around_pedagogies___improvin
g_the_education_of_at_risk_students.pdf

Marsh, C. J. (2010). Becoming a teacher: Knowledge, skills and issues. Frenchs

Forest, N.S.W: Pearson Australia.

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching: Challenges

and dilemmas. South Melbourne, Vic: Cengage Learning.

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