Stages Of Cognitive Development: The Way I Coach Teachers

I often wonder if being average looking would allow me to live a life that is not being viewed from under a microscope. These stereotypes have motivated to follow my dreams of becoming a teacher. I have decided that I don’t want to be recognized as someone with just a pretty face. I believe that the scrutiny has allowed me to be stronger and more sensitive to

or in some cases not at all due to personal and external influences such as access to resources or a disability. Being aware of this difference can help teaching staff and other

Connecting education with good experiences will allow a child to feel secure at school and realise their full potential.

The Piaget's stage theory of cognitive development is also known as the stage theory. It introduces that, in the expansion of our thinking, we act through an organized and certain sequence of steps. However, the theory focuses not only on compassionate how the children obtain knowledge, but likewise on the discernment of the substance of intelligence. According to the Piaget’s theory of cognitive development, there are two stages in the thinking pattern of a 3-year old preschooler and 9-year-old student. They are the preoperational stage for the 2 to 7 year old and the concrete operations stage for the 9 year old. The preoperational stage (three years old preschooler), this is where a new child can intellectually perform and signify to the objects and issues with the quarrel or the images, and they can act. The concrete operations (nine year old student), where a child is at the stage and deliver the ability to maintain, reserve their thinking, and analyze the objects in conditions of their many parts. However, they can also assume logically and understand comparison, but only about the concrete events.

Due to the mismatch of race from teachers to students in schools, the minority students have a harder time receiving a higher education.“When minority students see someone at the blackboard that looks like you, it helps you reconceive what’s possible for you,” said Thomas S. Dee, a professor of education at Stanford University. By having a teacher with the same race as the student, creates a bond in knowledge of the barriers that minorities have to jump through. It also lets students see that even though they might be in a tough situation, they are able to receive a high level of education and may be able to reach their dreams. In an article in the Nea Today titled When Implicit Bias Shapes Teacher Expectations, they explain that the opinion

According to Gay, (2002) Teachers tend to perceive European and Asian students as having higher intelligence and academic abilities. They tend to perceive African and Latinos students as having more disciplinary problems. In some cases teachers may be more biased based on personality, temperament, and social competence. Teachers need to be more aware of their own cultural

Markedly, there is a huge difference between a want and a need; therefore, teachers the distinctive concept of equality and fairness is not synonymous. For instance, if a student needs to put on glasses when in class to see the board clearly, equality would suggest that all student in the classroom are given glasses, on the other hand, fairness would be to ensure that the child is in a position to where his or her glasses. In essence, teachers must foster and create an opening and nurturing classroom environment for their students in order for them to successfully distinguish the teacher’s definition of fairness and the child’s definition of fairness. Arguably, this is one of the biggest challenges faced by teachers in ensuring that teaching strategies are appropriate for children who are culturally diverse. In conclusion, a teacher cannot effectively teach students to his or her fullest potential without having a fundamental understanding of a child’s disability or ethnic and cultural background. Therefore, it should be every teacher’s goal for all students in his or her class to exceed

She mostly had students in her class right before they hit puberty, which eliminated many potential issues. Still, she noticed “girls tended to be better behaved. Boys [were] more of the troubled, really difficult one” (Huffman). Of course, studies have shown that, for most boys, “testosterone isn’t causing aggression, it’s exaggerating the aggression that’s already there” (Testosterone Rules). Carolyn also observed that “girls tended to be more studious; but a lot of the time really brilliant ones were boys. Girls tended to work harder, so more of them would have been better” (Huffman). This observation aligns with current interest in why girls perform better academically. The “last decade has seen a growing popular and academic obsession with boys’ underachievement” (Reay). Carolyn made specific efforts in her classroom to treat students fairly and equally, regardless of their gender or academic success. She also intentionally taught units on famous women and famous African Americans, hoping to ignite the same desire for equality in her students that she herself

This paper will briefly describe the targeted instructional setting that is the foundation for the discussion that follows. Then this paper will present the implications of several theories of cognitive development on the curriculum and instructional strategies used within the targeted instructional setting. These include the cognitive development theories of Jean Piaget and Lev Vygotsky, among others. Based on these theories, two recommended adjustments to the curriculum content for the targeted instructional setting will be presented along with a justification for the recommendations. This is followed by a recommendation of two instructional strategies for the targeted instructional setting and a justification for the recommendation.

It is important to know which are the abilities and characteristics of a group of student, in order to enhance them, for example; it is good to know that African American children have talent for speaking in public, we can definitely make them participate in public acts such as, the mother day and ask them to deliver the opening speech. I know that there are studies that prove that African American boy students start to present behavioral problems when they are adolescents, the previous happens not because they change their attitude, it happens because the teachers’ attitude towards them change. In adolescence African American boys reach the physical appearance of a man, therefore, their teachers perceive them as a threat, this happens because

The lack of equality in a school setting can lead to much more than small problems such name-calling and exclusion

Something that became very evident; however, was that it did not work as well when it came to the older children. The results were almost unanimous with the smaller children that the teachers’ expectations effected the children. The older children did not show a specific pattern like the smaller children. In the discussion of the study after the researchers studies the results, it was said that the reasoning behind why the smaller children showed an increase was because they are so young that they are still learning so much and that the teachers do not know enough about them to actually form the expectations about them that they were supposed to. As a result of this, they were able to grow at their own pace naturally without influence. When it comes to how the on the children list they were given showed growth, the researchers realized that there is different kind of treatment that those who are believed to be smarter than the rest get and that there is not going to be a change to this behavior until there is some sort of way to have zero bias in a classroom between the teachers and the students. Self-serving bias is something that is truly real. It can be more or less prevalent depending on the situation; however, it should always be taken into account with almost all

In many cases the classroom reinforces gender stereotypes perpetuated by society. This can be found in the materials used for instruction,

A teacher is an important key element in the educational system as well as a role model. Some teachers hold traditional gender stereotypes about their students’ views of what is expected of them. Many children develop social

Thomas provides various arguments as to how boys and girls are different; therefore they are treated differently in a classroom. It cannot be argued that boys and girls are different, especially at such a young age, but to say that teachers specifically do treat boys in a rougher manner would be going too far. Thomas introduces the idea that society instills ideas of prejudice towards women in young boys, so that when they do go into a classroom governed by a female teacher, they are predisposed to be defiant and unruly. In my opinion, it is unfair to judge teachers based on the performance of their students on various tests. Thomas's article introduces the idea that as the number of female teachers is increasing, the performance of boys in school is declining. One much question whether it is in fact the teachers who cause this