Supporting Teaching And Learning Essay

Abraham Marlow established a hierarchy of needs that if met will then help a person to reach their full potential. The hierarchy triangle consists of self-actualisation, self-esteem, love and belonging, safety and security, and physiological needs. This states that a person’s physiological needs must be fully satisfied before they start fulfilling their self-actualisation needs. In practice this means that if we meet children’s individual needs then they are able to have positive development.

Many children await the day when they can be considered grown up. For them it represents a time where they possess more rights and privileges. However, for middle children which are between the ages of 7 through12 this time may seem more like a nightmare because it marks the time when they undergo physical and mental changes. These physical and mental changes have a major impact on their development. The subject in this scenario is a little boy named Mark who is being bullied at school by a group of older boys to the point that he has received bruises from the encounters. As a result, Mark dislikes going to school for the fear of being embarrassed or hurt and the looming threat of recurring bodily harm if he asks for help from the teachers. This situation has become so serious that Mark is barely eating and has withdrawn himself from his peers in efforts to avoid the boys who are bulling him. After examining the above scenario, this paper will explain Mark’s different issues based on signs of biosocial, cognitive and psychosocial development and discuss what should be done to help Mark succeed in his current situation based on research.

One of the central tenants of Albert Bandura’s Social Learning Theory, which is also called Social Cognitive Theory, is that “aggression in children is influenced by the reinforcement of family members, the media, and the environment” (Bandura, 1975, pp. 206-208). Evans (1989) suggested that the basis for Bandura’s theories came from work completed by researchers Miller and Dollard (1941) who suggested that human development is actively influenced by “response consequences” (Evans, 1989, p. 4), but regardless of the impetus for Bandura’s work, he is most known for his work regarding aggression in children. This paper will focus on why the principles of Bandura’s Social Learning Theory will benefit leaders in school environments as they

Throughout the session, there were signs of different theorists portrayed. One of them was Bandura, social learning theory. Bandura states that children learn through their environment through the surrounding people, meaning, children see people around them which led them to behave in various ways (MacLeod, 2016). This illustrated through the Bobo doll experiment (Bandura, 1961). When Phoebe started to use the breath level technique with Gabriel she had managed to get his attention, and when she did, he would copy her, give more eye contact and smile. Gabriel also started to share as he saw others doing the same, this process called modelling. Another comparison element of a theorist during the session was B.F Skinner, operant conditioning

* The need for self actualisation is the pinnacle of human needs according to Maslow. To reach the point where these needs are met, one needs not only to have met the previous four, but needs to have mastered them as

Task 3: demonstrate how to support children and young people in making choices for themselves.

There are many factors that influence the wellbeing of children and young people. Some of these are evident in Maslow’s Hierarchy of Needs.

An application of Abraham Maslow 's Hierarchy of Needs to Carl Rogers 10 Principles of Learning

Dr. Abraham Maslow used his extensive research regarding human development to create a hierarchy of needs that describes the stages of human development that each of us needs to meet to become fully functioning, responsible adults, in other words, becoming the contributing members of society that our program is committed to producing. Maslow’s hierarchy has seven stages that appear in the form of a pyramid. Essentially we, as humans, all start at the bottom of the pyramid, and each step up the pyramid represents a major triumph over the challenges

The increase of disruptive and dangerous behavior in schools has reached alarming proportions. As a consequence,

One theory of motivation, Maslow’s theory, is based in the belief that humans are motivated by needs which have been unsatisfied and that in order for certain needs to be met, other lower needs must be met first (Moffett, Frizzell, Brownlee-Williams & Thompson, 2014). Furthermore, Maslow believed that “before one is motivated by cognitive or self-actualization needs, one should have taken care of basic deficiency needs like physiological, security, belonging, and esteem” (Moffett, Frizzell, Brownlee-Williams & Thompson, 2014, p. 429). Even though motivation is overwhelming identified as an indicator of classroom success in the elementary setting, it has not been widely studied specifically in elementary school settings (Greene, 1982). However, according to Keller (2010), human motivation in general has been studied abundantly, contributing to a growing amount of research which may be applied in many settings. Motivational theory, which at one time was only addressed by Maslow’s hierarchy of needs, has evolved and developed as a result of research on the subject and also grounds Keller’s work in developing the ARCS motivational design (Cohen, 1982). Brown, McCord, Matusovich, and Kajfez (2015) note that motivation is linked to a learner’s perceived expectancy in relation to upcoming tasks, the intrinsic and extrinsic potential rewards, and the learner’s levels of self-regulation. In addition, Keller (2010) found

This essay aims to critically evaluate, compare, contrast and criticize, and integrate theories, strategies and skills from the Humanist, Psychodynamic and Behaviourist perspective. This essay will discuss Maslow, Rogers’, Freudian and Skinner’s approaches to understand how counselling theories may be used by teachers and other staff for supporting children and young people in terms of their social and emotional well-being within the educational context, and the factors that influence their use. Based on the research evidence, this essay will discuss whether there is a need to support children in schools in these ways.

Aggression is an overt behaviour of a person that aims to harm another individual it is one of the most common maladjustment forms of a behavioural pattern seen children Roll, Judith, Koglin, Ute, & Petermann, Franz. (2012). From a developmental outlook, childhood aggression is a noteworthy phenomenon because it is highly stable and it is associated with negative outcomes such as juvenile delinquency, low educational and occupational status, and poor quality of social relationships. In a number of studies have indicated that the most common form of aggression at school is physical and verbal aggression (Popp, 2003). By verbal aggression, we mean calling names, nicknames, and spreading rumors that results in social stigmatism and exclusion. Aggression may sever different functions that are it can either be reactive or proactive aggression. Reactive aggression is a reaction towards a real provocation and proactive aggression is deliberate Roll, Judith, Koglin, Ute, & Petermann, Franz. (2012). When a child at a young age exhibits high levels of aggression this becomes a cause of concerns as it is warning sign for future problems. The question here is what causes children to behave highly aggressive is it the faulty parenting style, deficit in the way the child processes information or social cue to address the social situation or the way the child regulates their emotions. Roll, Judith, Koglin, Ute, & Petermann, Franz. (2012). Aggression today has become a serious issue thus

Recently, there was an attack nearby at a campus in UC Merced; where a young man at the age of eighteen, attacked his classmates by stabbing them with a knife. Why he did it is still being investigated but I can only wonder, what if he received knowledge and help at a younger age to cope with these desire of violence, if it might have prevented him from acting out his violence and aggressive behavior toward his victims. Whether the behavior is being acted out at home or in a public place, to a family member or a stranger, this issue must be address to help protect our children from hurting others and themselves as time progress. With no help, as time develop things gets worst; this goes for anything. Children are too young and emotionally unstable to handle or hold back any kind of violence and aggressive behaviors or understand the consequences associated with an act of violence. Children have to be taught how to control anger and address their anger and emotions. Addressing and bringing up this issue to children at a younger age could help our children cope with the difficulties they face when violent or aggression is triggered. I am now going to review the literature regarding different types of educational programs and the important roles of teachers to help reduce violence and aggression in children.

Growth Needs: self-actualisation and self-esteem; this compels an individual to make ingenious and productive change to himself/herself and the surrounding. This is similar to that of Maslow’s fourth and fifth levels.