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Midterm

Emily Walker and Lexi Mazur

Ivy Tech Community College

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Question 1

After reading the article Honesty or Maturity, we have discovered that Brad is in stage

one of the Kohlbergs stages of moral development. Stage one of Kohlbergs of moral

development states that it is punishment avoidance and obedience. There were several examples

in the article that had shown Brad was in level one of Kohlbergs stages of moral development.

After reading the story we think that Brad is in Stage one because when Brad stole the

action figure from Roger. He had hidden the action figure in his shirt so nobody could see that he

did that. When the teacher told Brad to come see her he had rejected what he had done. He didnt

want to get caught so he had avoided being able to get caught. Brad didnt want to face the

consequence of getting in trouble.

When Brad was taking his friends toy, he was only thinking about his feelings and how

he would feel. After the teacher, had conversed with Brad about his decision she had told him to

return the action figure to Rodger. She was the powerful individual in this situation, and Brad

had instantaneously obeyed her request. Brad had shown several examples in which he had made

decisions that would be beneficial for him. In the book Educational Psychology Developing

Learners it states for Stage one of moral reasoning, People make decisions based on what is best

for themselves, without regard for others needs or feelings (Ormrod,1999).

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Question 2:

While examining Ericksons eight stages we both had come to agreeance that Brad falls

into the category of inferiority. Industry versus inferiority is the fourth stage of Ericksons eight

stages. It appears Brad doesnt get much encouragement from his parents, and as well as

discipline from his parents like any child should. It appears his parents dont really care much

about the things that he does. This demonstrates a good example of how Brad falls into the

category of inferiority. It appears Brad isnt getting the support and encouragement that he

should be getting at home from his parents. Its important to receive this support so it can help

Brad to build a sense of mastery. While the teacher had spoken with Brads parents about his

actions they didnt really seem much interested in what she had to say.

In the book, Educational Psychology Developing Learners it states, If children are

encouraged to make and do things and then praised for their accomplishments, they begin to

demonstrate industry by being diligent. (Ormrod,1999) A few suitable therapy techniques that

would be beneficial for Brad would be praising Brad for the things that he does good in the

classroom. When children do something bad the parents could take away something at home or

privileges can be taken away at school.

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Question 3:

It appears Brad has more of a performance goal orientation toward learning than he does

mastery. When Brad got caught cheating, he had enlightened to his teacher that he just wanted to

get a decent grade. He didnt necessarily care about the consequence that would come from

cheating, and as well as stealing. This had made us suppose that he had a performance goal

because of how he only cared about getting a good grade on his work. Children can be shifted to

the mastery goal by rewards when they can prove they have absorbed the material. Teachers

shouldnt make homework for an actual grade, only completion grades because it will comfort

the student to gain confidence.

In the book, Educational Psychology Developing Learning it states, Learners with

performance goals are more likely to be extrinsically motivated and more likely to cheat to

obtain good grades. (Ormrod,1999) This illuminates why Brad would fall into the category of

learners with performance goals. Brad didnt necessarily care about learning the material, but

instead he had just wanted to get a decent grade on his multiplication tables. We sensed as though

Brad had viewed his teacher as a judge, and punisher. After class the teacher had confronted Brad

about how he cheated on the test. At first Brad, had denied this behavior. The teacher then had

expressed to Brad that she watched him cheat the whole time, and that she had even compared

both papers. She had conveyed to Brad that every answer was identical.
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Question 4:

The teacher had scheduled a conference to meet with Brads parents to discuss his

deficient behavior, and decisions that hes made in school. After the teacher, had mentioned

comments about Brad the parents had immediately got defensive after hearing about his

behavior. As the teacher deliberated how Brad was caught cheating the dad had immediate

confusion. He had expressed to the teacher he didnt ever understand why Brad would cheat off

another student. He had stated to Brads teacher that students should be cheating off him. It had

seemed as though Brads parents had pulled the card that kids will be kids. They werent

empathetic of Brads behavior, and hearing about his staggering decisions. While the teacher had

tried clearing up Brads behavior his father wasnt very open to what she had to say. It had

seemed as though his father had made an excuse for every one of Brads poor decisions. When

the teacher had described about how Brad had stolen money for her purse the father had

immediately made an excuse for this behavior.

In the classroom, I think that to help with Brads behavior his teacher should clarify to

him the difference between right and wrong. Children may not get the same discipline at home as

they would at school. As a teacher, its important that we show positive reinforcement to

children. If we show positive reinforcement in the classroom, then childrens behavior will more

than likely occur again in the future. Its imperative that we reward our students for good

behavior in the classroom. Some children might not get the same punishment as they would at

home, and its important that the teacher takes action.

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Question 5:

In Akias classroom it appears she cares about each adolescent individually and wants

them to learn important cooperative social skills that they will need later in their working lives.

We feel as though the teacher had only wanted whats best for each child, and to succeed at the

things they do in life. It appears the teacher cares about Brad, and only wants whats best for him

and his future. Towards the beginning of the story it talked about how Brad got caught cheating.

She had spoken with Brad towards the end of class about how she had caught him cheating. At

first Brad, had denied that he was cheating. The teacher had then explained to Brad that she

compared both tests and they were completely the same. Brad had eventually admitted to the

teacher that he did cheat, and that he only just wanted a good grade. In the middle of the story it

talks about how Brad had stolen an action figure from one of his classmates, and Brad had stolen

money from his teacher.

We sense that cooperative learning can help in this case dealing with Brad. Per

Consumer Guide it states, cooperative learning is a successful teaching strategy in which small

teams, each with students of different levels of ability, use a variety of learning activities to

improve their understanding of a subject (Consumer Guide, 1992). Towards the beginning of the

story Brad had explained to his teacher that he didnt understand his multiplication problems, and

he had only wanted a good grade. In the article, Consumer Guide, it states, Cooperative learning

results show that there is improved academic achievement, improved behavior, and attendance

(Consumer Guide, N.D). We believe that cooperative learning would help tremendously in

Brads case. It would be relatively easy for the teacher to implement this in her classroom. We

feel as though Brad more than likely wouldnt make those decisions if cooperative learning was

in the classroom.
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Question #6

From a cognitive learning perspective, the teachers imagining technique seems to

work well for her students while they are learning their multiplication tables. Cognitive learning

is function based on how a person processes information. (Cognitive Learning Theory, N.D)

Some examples of this would be: their memory skills, problem solving, thinking skills, and

perception of learned materials.

Her imagining technique was that she wanted her students to close their eyes and

picture two groups of pennies. She wanted them to do this because it would help them to have a

visual of what the multiplication problems were truly meaning. One of the students got confused

and asked why they have to imagine the pennies in their heads. The teacher told them they have

to do this because they will not always have a bunch of pennies or other objects sitting in front of

them while they are doing their work. She suggested to them that imagining the objects would be

the best and better way to do it.

The students seemed to really like this method. Some of the students were a little

confused about this method at first, but then once the teacher further explained and gave

examples on how to do it, they seemed to understand it a lot better. The teacher gave a lot of

great examples and also let the children try it themselves. They did some problems together as a

class. This also really seemed to help them grasp onto what she was teaching them.

Another method that might have been even more effective would be to let the students

practice with flashcards and have them to memorize the multiplication facts on their own or with

a small group. Although memorization might not allow them to fully understand why they got a
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certain answer, it is still a great tool to use to get them to get basic knowledge on what the

answer to each multiplication fact is in the beginning of their learning.

Question #8

We discovered that Brad was in the Esteem Needs stage of Maslows hierarchy of needs

pyramid. (Ormrod,1999) We think this because whenever Brad would do something wrong or

bad and the teacher would confront him about what he had done, he would deny that he did it.

She would then tell him that she saw him do the bad thing or situation. After she would tell

him that, he would then cave in and admit to her that he did what she was talking to him about.

He was always very sorry and would tell her that he would never do it again. An example

of this would be when Brad was cheating on his multiplication tables. The teacher watched him

cheat the whole time but did not say anything to him at first. She watched him look over at

Rogers paper the whole time. After they all turned in their papers, the teacher then looked at

Brads paper and Rogers paper and compared what each of their answers were. She noticed that

their answers were the exact same. This proved that Brad was for sure cheating off of Rogers

paper after all.

After she looked at the papers, she called Brad over to her desk and asked him if he was

cheating. Brad at first denied that he was cheating but then finally admitted to her that he was.

He told her that he just wanted to get a good grade because he really does not know his

multiplication tables. This shows that Brad did not want to get a bad grade because that would

lower his esteem needs. Brad wants to be praised for his good work rather than getting a bad

grade.
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The teacher could help this by praising Brad for all the good things that he does rather

than just getting frustrated with him when he does something wrong. This will help Brad see that

he is smart and that his teacher cares about him and wants him to do well in school.

Question #10

While the teacher and Brads parents were in their meeting, they had discussed some

values that Brad might have. The values that the teacher said that Brad might have are lying,

cheating, and stealing as acceptable ways of getting along in the world. When the teacher said

this to his parents, they seemed very shocked and disappointed that their son would do these

types of things.

Brads dad mentioned how Brad gets a good allowance, has a room full of toys, and is

smart. That is why the dad did not understand why Brad would want to do these things. The

teacher then again explained to his dad that Brad values these things and that he will do them if it

makes him feel like it is acceptable in society, even I it makes the person he is cheating off of or

stealing from feel bad or makes them sad. Brad wants someone to value something that he is

doing. He does not want someone to tell him it is wrong. If someone tells him that it is wrong,

then he gets defensive and denies that he did it.

In order for the teacher to be able to help Brad she will have to be very understanding

with him and his family. Even though it might be very hard to do, she should help him in the best

way that she can so that way he will not continue to do the things that he does. When it comes to

stealing, she must keep a close eye on him. If she does catch him stealing something that is not

his, then she should immediately make him give it back to its owner in person. That person that
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he stole from would have to look at him and not be very happy. This would show Brad that

people do not like it when people steal from them. (Ormrod,1999)

When it comes to cheating, she will also have to keep a close eye on him. If she catches

him cheating, then she should make him redo the paper out in the hallway by himself. It would

also be a good idea for her to praise him whenever he does something that is good, rather than

just getting mad at him for whatever he does that is bad.

Question #12

After the teacher had a meeting with Brads parents about what had happened with Brad,

she then went and talked to the principal the next day to discuss what all had happened. After the

teacher told the principal what had happened, the principal should have given the teacher some

advice on how to deal with Brad when he comes back to school and also some advice about how

to work with Brads parents.

Some advice she could have given her about Brad is that she should always praise him

whenever he does something that is good or helpful for someone else or himself. This will help

show him that others like it when people are kind to each other. She should also make it a rule

whenever the students take any kind of test or quiz that they must put folders up so that way they

can block their papers from other students seeing their answers. That way each student would be

responsible for their own work and learning the material. (Ormrod,1999)

To work with Brads parents, it would be a good idea to tell them to discipline him

whenever he does something bad at school. They should do things like: take away his toys, T.V,

etc. Whenever he does something good that they are proud of, they should let him know. They

should tell him that they are proud and that he did a nice job. This will help Brad know that they
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appreciate all the good things that he does and it will motivate him to try to do better. This will

motivate him to do better because he will like the feeling of his parents being happy for him.

She should also tell the parents that they need to not act like it is okay with them

whenever he does something bad. He should know what a good choice is and what a bad choice

to make is. By doing this exercise with him, he will eventually get the idea of what is good and

bad to do. This will then carry on over to how he behaves and performs at school. Another thing

that they should do with Brad is tell him that it is okay to make mistakes on his school work. If

he messes up on a test or quiz, then he should know that it is okay as long as he tried his best.

This should also help not tempt him to cheat and to do his own work.
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References:

Ormrod, J. E. (1999). Educational psychology: developing learner. Place of publication not

identified: Prentice Hall.

Cooperative Learning. (n.d.). Retrieved March 22, 2017, from

https://www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html

Cognitive Learning Theory. (n.d.). Retrieved March 22, 2017, from

https://explorable.com/cognitive-learning-theory