At which of Kohlberg’s stages of moral development does ...



Midterm: Case StudyMichelle L. JohnsonIvy Tech Community CollegeMidterm: Case Study At which of Kohlberg’s stages of moral development does Brad seem to be operating? What moral education methods seems to work best with children at that stage? How effective are they? After reading this case study one can clearly see that the student Brad has some issue that need to be addressed. In the first instance we see Brad copies someone else work. I asked myself a few questions when pondering the situation. Why was he copying off another student? Was he embarrassed to ask for help? Or, was he just being lazy? Taking a look at the facts prior to the incident, it is possible that brad did not understand how to do the work completely. When confronted he first denies the actions as though he thought he would not have been caught. This is an important reaction to remember, because it is strong example that shows which stage of moral development Brad is in. When the teacher states her reasoning for the accusation, he then admits his wrong doing. This acknowledgement show that Brad has some idea of right and wrong. The other two incidences show the same pattern. Brad sees or does something that benefits him in some way, without thinking of how his actions effect other he does what he wants. He shows no remorse until confronted. He first denies the actions. it is only when undeniable evidence is presented does Brad show any kind of remorse or guilt. When asked why he has done these things and his response is something that benefited him. Looking at all the incidences of misbehavior a clear pattern has emerged. According to the textbook Brad is operated at a Pre-Conventional level of moral development. Brad not only fits into the age range typical for this stage, but also exhibits some clear behavioral indicators. In the first stage of this level the moral reasoning of doing things that matter to the person or choosing to do things because one might not get caught. CITATION Jea13 \l 1033 (Ormrod, 2013). As one can see this behavior is shown in the pattern of Brad’s actions. Who benefited from him cheating, Brad. By him copying rogers work he did not have to think and do the work to learn how do his multiplication tables. Brad did not consider all the consequences of his actions. One being if Roger had gotten a few wrong on his table, by just copying Brad may not have caught that. Another example is when he tried stealing Roger’s action figure. Who benefited from that action, Brad. By thinking about his own wants and not thinking of Roger’s feeling, Brad exhibits that Brad’s moral compass is centered around what best fits his own desired. Knowing his actions were wrong he still felt the need to just take what he wanted. Another indication that Brad is operating at Kohlberg’s first level stage one is He doesn’t believe he will be caught. Brad does not do a very good job of trying to hid his actions but he seems to believe that if no one is paying attention them no one will know that it was him. His reaction of denial when first confronted shows that he does not believe he will be caught. A student on this level of moral development needs a stern hand of an authority figure. Now, Brad may not have understood that copying off of Roger’s paper was wrong. So one methods that the teacher should have used, but did not was clearly explaining what cheating is and why it is wrong. Providing reasons why cheating, although not a harmful act, can hurt the individual. Another method is to have the student redo the task near the teacher or separate from other students. Brad had admitted that he did not understand the content, this is something he should have brought to the attention of the teacher. Instead of letting the issue go with a warning is by setting aside some time to find out were the student is having trouble. In this instance I feel a discussion about the dilemma or immoral act of cheating is important. As our textbook suggest making giving a clear explanation of the wrong action, and then understanding of why this action was committed will help teach and resolve the situation. Working collaboratively with the student to find out why this act was done, and addressing these issues may also help the student understand the reasons this action is wrong and prevent future act from occurring. Looking at the bigger picture in this case study would these methods be effective? On some level yes I believe that for this incident of cheating, having brad redo the assignment separate from the other student, would have helped. Having a clear discussion about cheating would have helped on some level. Taking into consideration the other incidences though it is clear that other issue is involved in this scenario. In general method such as discussion about moral issues and situation can be effective. In order to build on a student moral development a teacher needs to present student with examples of immoral actions and how they can affect others and even the individual. Student can better understand why things are wrong when they can see the potential outcomes. In this scenario the teacher did use this method to address Brad’s stealing incident. Getting him to understand how he made someone else feel by asking how he would feel if the situation was reversed. This is the first step in understanding things from another person’s view. Given the whole scenario I am not confident that this method was truly effective. 2. At which of Erikson’s stages of personality development does Brad seem to have unresolved crisis? What therapy techniques work best in these cases?Now it is time to look at Brad’s Personality development. According to Erikson and his theory Brad is in the fourth stage, Industrious vs Inferiority CITATION Jea13 \l 1033 (Ormrod, 2013) Given Brad actions he seems to lean more to the inferiority side of this stage. Saul McLeod explain for Simply Psychology that in Erikson’s fourth stage that when children lack the support they need in using and developing competence skills they start to develop a sense of inferiority, or lack of confidence CITATION McL13 \l 1033 (McLeod, 2013). The teacher excepted student to work alone in developing their multiplication tables. One of the skills that is excepted of children operating in this stage is that they have that ability to work alone on simple task and show competency in the task. It is evident that Brad has the capability to work alone on his Multiplication table but lacks the confidence to be able to complete the task So he decides to copy someone else’s work. When asked why He replies that he does not know or understand the concept. Another sign that he is acting on the inferiority side of stage four is the reasons in which he gives for stealing his classmates action figure. Brad feels as though he possessions are not as good as Roger’s action figure. His own self-esteem is on the low end. Something is missing or lacking in Brad’s personality development. McLeod explains that Erikson’s theory is based on a growth. In order from one stage to the next, or to move from one side of the spectrum to the other, certain things have to be meet CITATION McL13 \l 1033 (McLeod, 2013). In Erikson’s third stage if a good balance of initiative and guilt is acquired then a child will develop a good sense of social skills and even a conscience CITATION McL13 \l 1033 (McLeod, 2013) If Brad has been neglected in some form and has been suppressed in stead of supported or even ignored on some level. His personality will show sign from the negative side of the level. This is the case for Brad. At some point during his time in the third stage Brad either lacked the necessary guilt or experienced to much guilt, because his ability to have self-control over his desires and action has not developed. He wanted Roger’s action figure so badly he could not control himself to take it, even though he knew it was wrong. This action show that even though Brad’s action put him in the center of stage four, there are needs to be meet that will complete his transition from stage three to the next and beyond. If actions are not taken to correct or fulfill the positive side of these stages, Brad personality will keep developing on the negative aspects, which does not lead Brad down a successful or positive path. How can we fix things kinds of situations? First we need to examine each stage of Erikson’s theory and what factors play apart in the stage development. Distinguishing what part of a spectrum within that stage the student lies on. Understanding what factors caused the child to be at that certain point is one of the first steps in helping improve and balance the needs to develop a more positive personality. For some students looking at the family dynamics and home life. If a child seems to lean toward the negative side of a stage, finding what factors are missing to steer the child toward the more positive side is key. In the case of a child exhibiting inferiority characteristic. Encourage parents to be more involved or attentive to the child’s needs. Suggestion such as helping with homework, or providing suggestions for extra practice on a struggling subject. Encourage praise for a job well done. Although this caters to some of the needs in stage three, sometimes to address present issues we have to revisit issues that may have been lacking in a previous stage, in order to correct the present stage. By encouraging and getting parents to be involved in some form this help the child feel as though what they are doing matters. This can lead to not only confidence in the child’s ability to be competent in the task, but they will also feel important to the parent which will help build their own self-esteem. Even though these factors are apart of stage three which occurs much earlier, the correctness of these factors will trickle into stage four and steer the student more towards the industrial (more collaborative) personality. Communication is also an important technique. Find opportunities where real life situations can be discussed and the factors, and actions contribute to a person’s personality. Explain what types of things can lead to a person feeling worthy of other or a person feeling inferior. Talk about what type of things can make a person feel inferior and why. These types of discussion will help student understand that how people treat others can effect a person’s personality and how they in turn treat others. Other techniques that can be used in the classroom are encouraging positive strengths in a student. Acknowledgment of a student’s efforts. Roleplay. Brad’s teacher took this such measure on a small scale when addressing the stealing of Roger’s action figure. by asking Brad how he would feel if the roles were reverse, yes, this technique addressed the moral issue but will affect the personality development by getting brad to think about how this action would make him feel. He can then take that knowledge to change is actions from that point forward, steering him toward the industrial side of the stage (friendlier). The most effective techniques are one that address prior missing elements to the previous stages. The theory that each stage must be completed before moving on to the next, this idea leaves open the possibility that all negative aspects can be meet, thus leading to a negative personality. Understanding this mean when a personality that presents itself in a person, we need to consider that factors that lead to said personality. If this is negative, then the solution is found in the exploration of past stages and find a way to balance the behavior. 3. From the standpoint of Ames, Does Brad have a mastery or performance goal orientation toward learning? How does such an orientation develop, and what can be done to move children toward a mastery orientation?From Ames’s standpoint of goal orientation Brad falls under the performance category. Ames believes that “performance centered orientations is based on the student’s ability or belief that they can perform the task” CITATION Ame \l 1033 (Ames). We can see an example of this during Brad copying of Roger’s work. Although by appearance this example is seen as a negative action, the idea is still present. On a mastery level student will have the desire to improve their knowledge or understanding. They will show sign that they either want to do better or do better than their peers, by going/trying to go beyond their original understanding. Students will seek out ways to better their abilities or skills. On a performance orientation it is a matter of perfuming the task as best as possible and being fine this just that. The actual desire to go beyond is lacking. Brad seem to have the attitude of just doing the task. He did not show that he was interesting in improving his own understanding. Brad was more concerned with getting the task done just as everyone else did. Just as Ames’s suggested Brad self-worth about this task shows he was motivated on a performance orientation level. Even his explanation for cheating because he did not know how to do it shows he wanted to perform just as good as everyone else. How can one tell if they are motivated in a mastery orientated mind set or a performance orientated mind set? The answer although some what complex can be simplified in this manner. If one has the desire to seek further knowledge they will set mastery orientated goal. If one set out to just showcase their knowledge or understanding, this is performance orientated motivation CITATION Mas16 \l 1033 (Mastery orientation, 2016). Some of the ways to get student to move from your basic performance goal such as getting a good grade on a math test. We have to peak the interest of the students. Create situation where they have to do better. Present opportunities where learning is fun and exciting. Design an environment that encourage student to challenge themselves and they are not afraid to accept that challenge CITATION Mas16 \l 1033 (Mastery orientation, 2016) Give reason and ways student can explore and experience new things with hands on activity. With these types of situation student become in control of their own learning desires and can feed them. In this particular case with the math worksheet it was a performance orientated task. The teacher could have created an activity such as a game, that encourage students to pit their knowledge against one another. This would push them to want to do better than their peers. In Brad’s case this could have negative results but through collaboration with his team he could have gained better understanding of the material, and in turn would begin working at a mastery orientation level. 4. From an observational learning perspective, what kind of behaviors are modeled by Brad’s parents? What can a classroom teacher do to change a child’s behavior that stems from patterns of modeling and imitation that originated in the home?Some of the lessons Brad is learning from home is entitlement. His father states that Brad is given a large allowance and has anything and everything he could possible want. These things are just handed to him. His father has very high expectation of Brad yet show know evidence that he encourages or even is concerned in finding out if Brad is struggling. His parents also place blame on society and others instead of looking internally at their own contribution. They hope that what ever Brad problem is will just go away with time. This type of reaction to things teacher Brad that actions don’t really matter, there is no real consequences. It’s hard to assess what modeled behavior Brad has learned from his parents because of the lack of interaction seen. Before reaching the section where the teacher speaks with the parents I would assume Brad does not have a stable or well structured home life. The Ease in which he exhibits such negative behavior would suggest the lack of involvement his parents have in Brad’s day to day life. They seem to be parenting with an authoritative style. Brad’s parent love Brad but to them Brad is just a kid and just going through a phase. They give Brad what he wants and just expect him and believe he is a good kid and can do no wrong. It is possible that Brad’s parent did not pay much attention to him, there for giving him the impression he must do anything he can to get attention of someone even if that many acting out and making bad choices. Some ways that can a teacher can do to address these issues is first by observation and communication with parents. By having an open communication with parents or at least trying to can give a teacher a sense of a student’s home life. Review that interaction between the teacher and the parents combined with the student’s actions in school can give the teacher an idea of what kind of modeling is being exhibited in the home. If the teacher feels that this student is not getting a positive modeling experiences, then they can take action to try and fix the issues. Maybe taking a little extra time for the student to check in, to give them a since of someone caring about them. Encourage positive friendships and communication among the peers. The teacher provides consistence punishment and explanation of behavior. If stability and routine is lacking from the modeling aspect, the teacher need to provide that structure. In the case of Brad and his parent’s reaction to minimize the situation with there son it is evident that something is missing in Brad home life. Better understanding from the teacher in this situation should give her motivation to explore his home life further and find which of Brad’s needs are not being meet. The teacher then needs to evaluate her approach to Brad and maybe find ways that she can fulfill those needs. In his case some positive attention could make the world of difference. Seeing Brad as a student in need, and not as a troubled student. 6. From a cognitive learning perspective, how effective is Akia’s “imaging technique” in getting her students to learn their multiplication table? What might be other techniques might be more effective. Akia’s techniques was a good idea to an extent. This technique could work to give student and idea as to how multiplication works. The concept would help student understand the reasoning behind multiplication and how it differs from addition. Imaging could also help student with on the lower level of the table. Once the student number got large this technique would begin to get overwhelming and confusing. When working with smaller number it is easy to imagine small groups. Picturing groups of twos or threes the product is still small enough that it is easy to imagine. Once a student gets into the upper level of the table and the numbers get larger, the student can become overwhelmed and then confused. An adult might have complications with seeing one hundred forty-four objects straight in their head. At this grade level just learning multiplication students may not have mastered the skill of skip counting. Most kids at this age might have a strong idea about number such as twos, fives, and maybe even tens, which imaging could be used to see the problem. Just learning multiplication some students might have trouble with number such as fours, sixes, eights, nines etc. At this level it is very possible that student would have to single count their groups after a certain point. So thinking as eight-year-old, imagine six groups of eight pennies. This would be a lot to process from some student, especially if they have not mastered skip counting by eights yet. First that image might become very overwhelming that is a lot of pennies to count and in your head. How could one keep track of which group they counter already? Even some adults would have trouble with this concept. The intent and technique was a good idea to use as an introduction tool. This technique could also inspire and more effective technique such as making group but on a physical method not mental. When introducing this math concept using imagery to get student to understand that multiplication is just a faster way of adding. So telling student imagine there was six groups of five pennies, and then explaining the difference between adding and multiplying, the imagery technique would work. A more effective tools when filling out a multiplication table might be a more physical method. An example of this would be giving student a few extra sheets of blank paper. Tell student if they are having trouble with imaging the problem to draw it. Say a student is having trouble figuring out six groups of eight pennies. Using the blank paper student can make six groups and then put eight dots in each group. This way they can single count if they get lost, they can label each group (first group 8, second group 16, etc.). Instead of an imagery technique, a technique like using concrete object of other cueing aids would be more effective CITATION cog16 \l 1033 (cognitive strategies, 2016). This hands on method might be more effective because student would be able to physically see the problem. This would still be a mental build on the concept but student can use a physical or concrete objects to help develop the mental understanding and concept. 8. At what stage of Maslow’s need hierarchy does Brad seem to be primarily operating? How can Akia use this information?Now let’s review where Brad stands according to Maslow’s hierarchy of needs. According to Maslow’s theory Brad is in the 3 level of the hierarchy CITATION Sau16 \l 1033 (McLeod, Maslow's theory of Hierarchy needs, 2013). By the conversation with Brad’s parents it is evident the biological needs of Maslow’s theory are being met. His parents admit to giving and provide Brad everything that he could possibly need and or even want. There is no mention that the safety tier of the hierarchy is not being meet, so let’s assume that this stage has been fulfilled. By Brad’s action he might be lacking the needs of belonging and love. Which puts him in the third stage of the model. Although it is not stated by the reaction and statements made by the parents, it would be safe to assume that Brad may not be getting the love and attention at home he needs to feel secure or wanted. Yes, he is given a large allowance and possession that he wants or needs, but this does not mean he is emotional needs are being meet. Physically and even cognitively (expansion on Maslow’s theory CITATION Sau16 \l 1033 (McLeod, Maslow's theory of Hierarchy needs, 2013)) Brad’s needs are visibly seen. There is no mention that Brad is unhealthy, so let’s assume Brad is in perfect healthy. Cognitively, it can be seen by Brad’s records he is performing at grade level for most aspects in school except citizenship. So, it can be seen that Brad as the understanding and content knowledge to gasp grade level task. So he is capable of moving forward on the hierarchy but will have trouble advancing mentally if the needs of the love and belongingness stage keep being ignored. When looking at Brad’s situation from a big picture prospective it is clear that something is wrong with Brad. Akia needs to look at his situation from various angles and determine what is the missing link or common factor. Let’s focus on Maslow’s theory. After speaking with Brad’s parents and seeing how dismissed they were about the situation, and how comfortable they were just taking care of the problem (Mr. Downing giving Akia money to replace the money Brad stooled). It is clear that Brad might be lacking something at home which is causing him to act out at school. Akia reviewed Brad’s records so she can see that Brad is capable of doing the work she is expecting. He might actually need a little extra help on that particular task but it is evident that he is not struggling enough to be concerned. His school records show there was no reason why Brad should or even needed to cheat unless this is how he has gotten by these last few years unnoticed. The idea was never addressed so, let’s assume that Brad has the abilities needed to perform grade level task. She learns through the parent conference that Brad has toys as good as Roger’s and more. By the attitude of his father if Brad wanted an action figure like Roger’s all he had to do was ask for it. So the act of stealing is a sign of something deeper going on. Even the stealing of Akia money seemed to be an act of attention grabbing. This could not have been known until the conference though. She can then begin to consider of there are needs that are not being meet. By comparing Brad’s circumstances to Maslow’s hierarchy model, it can be concluded that Brad’s biological needs are met, his safety needs are met The needs that are being fulfilled according to Brad’s needs are the love and belonging needs. Because these needs are not being met he is taking action to try and fulfill these desires by acting out negatively. Once Akia understand this she might be able to take action such as giving Brad attention in more positive ways. Creating opportunities that will fill the need for belonging and acceptance. Even changing her own attitude towards Brad. Akia saw Brad as a problem child, or a student that just got in trouble and had no respect for other. When that may not be the case. Instead she should see Brad as a student in need of some help. Instead of writing Brad off as trouble maker she should engage with Brad to find out what he is lacking emotionally and find ways to help. With the information Akia gathered from the parent conference and Brad’s action she can investigate the reasons why Brad is acting like he is, then find compassion and understanding to is situation. Once she achieves this level of understanding she can then take the steps necessary to help Brad act and perform to the best of his ability and advance in the hierarchy. 10. Akia and the Downings discuss values during their conference, what values has Brad acquired and how? What methods of values clarification and change exist that might be helpful to Akia in working with Brad and his parents?During the parent conference Akia informs Brad’s parents that she feels brad has developed values such as lying, cheating, and stealing. His action show that he feels things are not bad and just a way to get by. This revelation shocks his parents. By examining each other these further using statement made during the conference. He may see lying as something to do to stay out of trouble. It is brought up that Brad does not exhibit these acts at home. This may not be the case. Because his parent seems convinced he has no need to act in such a manner they just take Brad word to be true or maybe do not pay attention enough to realize different. So let’s assume that Brad does something to get into and then lies to get out of it. If his parents just believe him and dismiss the action, this send the message to Brad that if he lies he can get out of trouble with no consequence to his actions. Given enough instances this becomes Brad understanding and a great value is then put upon lying and how it can help get Brad out of trouble. Stealing is a little more complex in some ways. Brad receives a large allowance and it is apparent that he can have anything he wants or needs. There is no reason for receiving these other than his parent just gives them to him. Because he does not have to do anything to receive an allowance or the things he wants he begin to form the idea that he is entitled to whatever he wants. He has not learned that what he wants is not going to be what he gets. He seems to have developed the idea whatever he sees he can have, by any means necessary, no matter who’s it is. This was the case with him stealing Roger’s action figure. He saw Roger’s action figure and wanted it, so instead of asking his parents for whatever reason he found an opportunity to just take it. He did this without thinking how it would affect others. This action shows that he believes he is entitled to whatever he wants even if it means stealing, and this type of action is ok. It is unclear how Brad’s idea of cheating is acceptable but, one can assume this is an action fueled by laziness or fear of asking for help. Brad says that he has never cheated before in the class. Given his habit of lying this can be taken at face value. If by chance he is telling the truth, there could be reasons (not excusable) that in Brad’s mind justifies his action. If in fact, he lied then he has cheated and gotten away with it. This would give Brad good reason to keep trying when faced with difficult task he either does not want to put much effort in to or does not understand and is too embarrassed to admit it. In any case he Brad admits that these action are wrong but still engages in committing them, which means he does not care if they are wrong or not. To address these issue may require some manipulating. Akia can create learning opportunities with in the class activities to discuss different values and how they affect people around us. Even though these activities may be designed to address seen issues with a particular student. The lesson can be taught without singling out the student. George Schuncke explains that at this level trying to get students to truly understand the purpose of personal values is hard to explain and comprehend CITATION Sch15 \l 1033 (Schuncke, 2015). At this stage it is important to introduce and begin building the frame work. The teacher can design lesson where important values like honesty, friendship, family are discussed. A great time to do this is during reading and writing type lessons. The need to implement such lesson activities may stem from a situation with one or even a few students, it has to be done so not to single out these students in an embarrassing way. If done improperly, the results could be the reverse of the intended outcome. Besides, as a whole this kind of learning opportunity can benefit all students. These lesson can be worked into various subject curriculums, so this is not something a teacher needs to take time away from normal class time. Communication is can also be an effective method. By speaking with the students like Brad about the importance of doing the right things and exhibiting better values such as honesty, and respect will benefit them in the future. Student need to understand that our personal values affect the choices we make. Those choice good or bad have consequences. Explaining and using real life examples that show how having good values such as honesty, and respect will lead to having more positive relationships (friends, teammates, etc..). Having bad values such as lying, and stealing can often lead to solitude, dislike, and possibly jail in the future. When working with parent of students like Brad, a teacher has to tread lightly, yet be stern. Having a strong line of communication with parent will help give a teacher an idea as to how to approach this type of situation about core or personal values. Brad parents seem to be the type of parents that would take some offence to a teacher telling them they need to do a better job in teaching their son better more positive values. In this situation Akia needs to keep in consistent contact with Brad’s parents. She let his action slide with minimal consequence and did not speak with his parents after the first incident. This choice resulted in other more serious actions. Moving forward she should contact his parent immediately after any misbehavior. She can suggest possible ways to help correct any issues. When dealing with parent it is not the job of the teacher to judge them on their parenting skills. Parents have their own idea on how to raise their children, and often do not like other telling them how to raise their children. Communication is the biggest way to work with parents in these types of situations. Another idea is to send home worksheets and activity idea that are value centered but merely look like fun family activities. These can address the issue without pointing a judgmental finger. Another suggestion is to bring in a parent liaison or social worker in extreme cases. Teacher have a lot of student they need to keep up with, some do not take as much effort to get to know and understand. Other will require some extra time and effort to fully get to know and understand. In the case of a troubled student it is necessary to explore the family dynamics, home situation, and the student as an individual. Taking all these things into account it will give a teacher an idea as to how issues like a student learning or developing bad personal values need to be addressed. 12. What advice should Celia give Akia about working with Brad when he returns, and working with Brad’s parents?Here is some key fact to keep in mind, Brad is an individual that Akia only sees for a few hours each day. It appears that she has not had much contact with Brad’s parents if at all. So she is/was unaware of his home life. Because of this fact Akia could only draw conclusions about his home life based off of what he told her. Once Akia meet with his parents she was able to see that Brad had mislead Akia on his home situation. He made it out as though he did not have much or did not have the kinds of these others in his class had. In fact, Brad was very well cared for and was pretty much handed anything he wanted, at least possession wise. After the conference is it clear that Brad is lacking of some critical needs of a child his age. The first piece of advise the principle should give Akia is when incidences like cheating, or stealing arise, even when handled should be reported or at least mentioned on record. It may be a onetime occurrence, but if not a note of action will help document any patterns of misbehavior. Second Akia should stop looking at Brad as a problem student. As adults, we sometimes make the mistake of seeing children acting a certain way and we are quick to judge that child as a bad kid without really knowing what kind of life they have. Most kids are good and when they are not it is usually because they do not know how to handle or deal with the life they are in, or see. Children mimic what they see and hear CITATION Sch15 \l 1033 (Schuncke, 2015). They also respond to how they are treated, in ways that can be annoying, bad, and even harmful to themselves and other. Akia needs to look at all aspects of Brad as an individual. Explore his home situation, look at past school records, speak with Brad and his parent, find out if there is anything mentally or physically missing in Brad’s life that could contribute to his behavior. It is apparent that Brad has to ability to do well in class, his records show this. Akia needs to change her own attitude towards Brad. Stop seeing him as a problem or troubled kid, instead explore ways in which she can become a positive influence and authority figure. She can maybe provide the lacking attention Brad does not receive home. Speak with him, check in see how is doing. Make an effort to acknowledge his good behavior and hard work, use a conditioning type method to start changing these bad habits into good habit CITATION Jea13 \l 1033 (Ormrod, 2013). Akia need to be consistent, though use reinforcement and punishments when ever necessary. Provide incentives for good work. One idea to address the cheating issue is to set Brad aside from other students when doing work that assess individual understanding. This can be done until he develops the understanding of how important it is to do one’s own work, or he proves his honesty to not cheat when seating with his classmates. The next thing the principle should advise is open and constant communication with Brad’s parents. Schedule a regular conference (phone or in person) with his parents every week to keep them apprised of Brad’s behavior. It could be suggested that a note of progress report be sent home but given Brad’s habit for lying, it is unclear whether he would give these items to his parents or not. Once change is seen and all parties are aware of any ongoing problems, or achievements, changes to the routine can be made. His parents may not like the methods but it is important that Akia stands her ground with both Brad and his parents. Even if nothing ever changes and Brad’s parents still show a lack of interest or involvement, she can say at the end of the day she tried to make a difference. It is important to understand communication is key. If a teacher can discover the true problem behind a student misbehavior, they can begin to help, guide, and build upon the right path that will turn this trouble student into an up standing, positive adult that can achieve success. References BIBLIOGRAPHY Ames, C. (n.d.). Classroom Goal, Structure, and Motivation. APA Centinnial Feature, 262. Retrieved from strategies. (2016). Retrieved from KU, University of Kanasa: orientation. (2016). Retrieved from Tauck Family Foundation: , S. (2013). Erik Erikson. Retrieved from Simply Phsychology: , S. (2013). Maslow's theory of Hierarchy needs. Retrieved from Simple Phsychology: , J. E. (2013). educational Psychology developing learners. Pearson.Schuncke, G. (2015, Febuary 11). Valueing in the Elementary Classroom. the Social Studes, 72(3), 137-141. Retrieved from ................
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