Chapter 3 Learning Log

Chapter 3
What:
During chapter 3 I learned about student relationships, their emotional needs and their developmental stages while in my classroom. We discussed in class the needs that students have because of a particular stage that may impact their learning abilities. Although, we as a class agreed that there are not any set of stages that all people transcend in the exact way and order, we did agree that the stages are applicable to most peoples growth physically and mentally. In chapter 3 we learned about Erickson's 8 stages of development: 1. Trust vs. Mistrust (infancy), 2. Autonomy vs. shame and doubt (toddler), 3. Initiative vs. guilt (preschool), 4. Industry vs. inferiority (elementary), 5. Identity vs. role confusion (adolescence), 6. Intimacy vs. isolation (young adult), 7. Generativity vs. stagnation (middle age), 8. Integrity vs. despair (retirement).
As we learned about Erickson's cognitive development stages, we also learned Kohlberg's morality developmental stages: 1. Preconventional - a. Punishment, obedience and avoidance. b. Exchange of favors, 2. Conventional- a. Good girl/ boy. b. Law and Order, 3. Postconventional- a. Societal Contract. b. Universal Ethics. Previously in chapter two we discussed two other theorists ideas of development, by which we compared and contrasted the four in class.


So what?
I feel the theories of development are important to understand as a future teacher, because I need to understand what my students are capable of mentally, emotionally, and physically in my classroom. I can not help my students grow into adults if I do not understand what their mental or emotional capabilities are while I am teaching them. As an educator I am a portal for my students into their adulthood, and I want to make that transition smoothly for my students but also make them capable for the adult world.

Now What?
My mother-in-law (and ESL teacher) and I had a discussion on the theories and how they are applicable in the classroom. She explained that she has struggling students who simply can not do one thing or the other, and she she said the best tool for her was to relate back to the theories of developmental stages to understand where those struggling students are mentally. She continued explaining knowing the theories helped her help those students, and place them with the appropriate lessons and work.
Once I talked to her I understood how I might apply the developmental stages in my own classrooms. When I have a struggling student I will obviously use "differentiation" strategies but how can I really understand why they struggle without having a concept of their mental or emotional developmental capabilities? I think as a teacher understanding the student's needs in the classroom will be the most beneficial to their learning, and to my teaching practices. I hope that with the knowledge of the theories in developmental stages, I can give and support my students with their personal appropriate learning tools.