102077 Jeremy Education Psychology Case Study Sample

• Subject Code : 102077
• University : Western Sydney University My Assignment Services is not sponsored or endorsed by this college or university.
• Subject Name : Education

Understanding And Teaching Children

Table of Contents

Case Study Critique.

Analyzing the key issues.

Evaluating the teacher’s approach.

Creating an action plan.

References.

Case Study Critique

In the scenario, it is observed that Jeremy finds difficulties in expressing himself and he is unable to answer complex questions related to a particular story. He has good reading skills but he is not good at discussing the readings. This is the main problem that Jeremy faces. His teacher has understood his problem and therefore suggested an activity book to his parents so that he could build his vocabulary and his expressing skills improve. Hence, the entire essay depends on theories of motivation and constructivism to help and support Jeremy to resolve his understanding and expressing issues.

Analyzing the Key Issues

The learner that is Jeremy is struggling with some major issues like expressing himself to the teacher and discussing certain topics in the class. Jeremy is finding difficulties to adapt himself in such an environment where all other students have no expression problems they can speak and discuss things at the same time. His self-confidence and morale get low to learn and understand new things from the teacher. Jeremy's parents are unable to give proper time to him as they are having twins. They remain busy all the time in managing them so it hampers the learning process of Jeremy. He needs regular guidance and motivation from his parents so that he can be able to develop his understanding skills and expressing skills. Jeremy does his homework alone as his father and mother fail to give time to him. Therefore he faces problems in evaluating whether the school work that he does is correct or not. He is lacking in developing the theories of constructivism and motivation within himself (Alghamdy, 2019). He is able to read loudly in front of the teacher but is not able to construct knowledge and discuss the matter in short that the teacher provides. Learning issues are seen here because he is unable to incorporate new information and build his own representations over a particular topic.

Jeremy's teacher Mrs. Grace also faces some teaching issues in the classroom. She finds difficulties to teach Jeremy because he is unable to understand and express any about topics or subjects at a single time. These types of complexities usually arise when students like Jeremy don't participate in group activities. There are not enough resource materials for Mrs. Grace so she could make Jeremy do practice related to discussing and expressing matters and resolve the issue that he struggles with (Epçaçan, 2014). She also faces teaching issues when there are no creative activities present in the classroom. Creative activities can make students like Jeremy construct and develop expressing skills by doing a discussion about various topics. As there are many students in the class she does not have enough time to guide Jeremy properly within a short period of time because she has to attend other classes and do excessive paperwork.

Evaluating the Teacher’s Approach

The main strength of the approach that was entertained by Mrs. Grace seemed to be making her student more proactive and steady in terms of his expression skills. For this reason, the teacher had instructed his parents to make significant changes in the schedule of the student for achieving better outcomes (Kuter & Özer, 2020). The parent-teacher collaboration was mainly addressed by Grace in this particular scenario by including the parents of Jeremy to get engaged with his academic as well as constructive development of the child's learning and demonstration skills. The teacher had also acknowledged the over average reading skills within Jeremy and therefore wanted his parents to make sure that the student also gets the scope to develop good expressional skills. The student is also fond of listening to short stories and his habit of reading aloud in the class during the storytimes. The theory of constructivism may be referred for this particular case. The concepts of social-constructivism and social-cognitive theory has been applied for this particular student. The student is weak in terms of expressing his thoughts and also not able to explain a certain part of the text that he read aloud prominently in front of the whole class. The approach of the self-efficacy approach is quite good and beneficial for the student because this makes him more cautious about his own cognitive and behavioral development while interacting in a group or organizational setting. It would also generate the power of reasoning and justified argument within the boy (Husbands, 2011). Extra vocabulary reading shall also make him accustomed to new constructive words that can be used for various formal writings. Hence it can be said that the approach from the teacher was basically meant for improving the interim skills of Jeremy by increasing his vocabulary knowledge.

The parents of the student were asked by the teacher to assist Jeremy with any of his school tasks and also keep a regular watch on activities he performs throughout his presence at home. A lot of time is needed for Jeremy to pursue proper training along with the development of his expressional skills (Howie, 2011). They are required to examine his improvement on a daily basis which is far next to impossible for the parents. Applying the theory of social-constructivism for this particular scenario is often seen as an approach full of limitations. The particular approach of vocabulary book reading also suggests that the educator wanted to change the habit and poor constructive behavior of the student. The parents also did not have the time to look after Jeremy's studies and hence was not possible for them to regularly check their child's progression towards vocabulary development skills (Masuwai, 2018). Even the parents had 1-year-old active twins to look after which made it further impossible for the parent group to remediate the activities of reading and vocabulary development for Jeremy. Hence the approach of making constructive approaches via social constructivism and manipulation may not be effective for the student to overcome the obstacle of expressional problems.

Creating an Action Plan

The approach of student-teacher radical constructivism can be applied for the following scenario. For improving the cognitive and constructive skills of Jeremy, Mrs. Grace should talk to Jeremy and try to understand the problems that he faces during expressing any answers. It helps to build a strong bond between Mrs. Grace and Jeremy. Mrs. Grace should speak with a friendly behavior so that Jeremy can able to relate with him and define his cognitive problems (Wang, Harrison, Cardullo & Lin, 2018). As Jeremy has a little one-year-old twin so his parents are not able to give much time to his study so Mrs. Grace takes the initial steps to minimize his cognitive problems so that he can able to fluently express himself after performing any specific readout.

The self-determination theory can help Jeremy to deal with his problems. Mrs. Grace can implement this theory to improve Jeremy's self-determination. The self-determination theory is a theory of motivation. It helps Jeremy to motivate him that he can also able to express himself and also able to answer complex questions as others do more easily. Moreover, Mrs. Grace can also use the information processing theory on Jeremy to improve the processing power of him. This theory has three stages which are short-term memory, sensory memory and long-term memory (Yorlanda, 2019). This theory can help Jeremy to improve his memory power which can help him in his studies very effectively. He can able to answer the complex question after reading the stories. Apart from that, the constructivism theory can also very useful for Jeremy to solve his problems. This theory helps to encourages Jeremy to identify the intermediate skills of him and also help to evaluate his work. This theory is very much effective in learning and teaching skills so Mrs. Grace should use this theory on Jeremy.

It is very much important for Mrs. Grace to provide the relevant information to Jeremy that if he needs to solve the answers to the complex questions then it important to understand the story fully only then he will be able to answer those questions more effectively. Social cognitive theory can also very effective in this purpose. This approach helps Jeremy to improve his thinking skills he can able to interact socially and gain his communication skills. Moreover, it is very important for Mrs. Grace to improve the vocabulary skills, Jeremy, by implementing various strategies like describing the words or act it out, so that he can able to talk and express himself fluently. The implementation of behaviorism theory can help to decrease the behavior of the distraction of Jeremy and increase the learning skills him. This theory helps Mrs. Grace to track the progression of Jeremy very effectively and help her to solve if any problems arise.

References for Jeremy Education Psychology Case Study

Alghamdy, R. (2019). Does Interactive Multimedia Strategy Improve Listening Skills better than Vocabulary Skills?. International Journal Of English Language Education, 7(2), 1. doi: 10.5296/ijele.v7i2.15124

Epçaçan, C. (2014). Examination of Texts of Secondary School Turkish Schoolbooks in Terms of Constructivism Approach. Procedia - Social And Behavioral Sciences, 116, 5105-5114. doi: 10.1016/j.sbspro.2014.01.1082

Howie, D. (2011). Teaching students thinking skills and strategies. London: Jessica Kingsley Publishers.

Husbands, C. (2011). Teaching is more than pedagogical practice: thirty‐three strategies for dealing with contemporary students. Educational Review, 63(1), 123-124. doi: 10.1080/00131911.2011.552839

Kuter, S., & Özer, B. (2020). Student Teachers’ Experiences of Constructivism in a Theoretical Course Built on Inquiry-based Learning. Journal Of Qualitative Research In Education, 8(1), 135-155. doi: 10.14689/issn.2148-2624.1.8c.1s.7m

Masuwai, A. (2018). Quality Learning Spaces, Resources, Technologies and Constructive Alignment Element in Teaching and Learning. Sains Humanika, 11(1). doi: 10.11113/sh.v11n1.1258

Wang, C., Harrison, J., Cardullo, V., & Lin, X. (2018). Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy. Journal Of International Students, 8(1). doi: 10.32674/jis.v8i1.163

Yorlanda, F. (2019). Integrating Social Constructivism and Personal Construct Psychology Approaches: A Discourse Perspective. Reila : Journal Of Research And Innovation In Language, 1(2), 73-82. doi: 10.31849/reila.v1i2.2831

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