Goal 2: Teachers understand how human development affects learning and apply that

understanding to practice.

A vital part of being an effective teacher is having a solid understanding of childhood

development cognitively, socially, morally, and emotionally. Slavin (2015) said, “One of the first

requirements of effective teaching is that you understand how students think and how they view

the world” (pg. 29). Understanding how they think can better equip a teacher to provide effective

lessons and further opportunities to grow and expand the student’s zone of proximal

development. During the ​case study​ that is submitted with this essay, I had was able to do just

that. After talking with the student and doing formal and informal assessments of his work, I was

able to see where the student was developmentally in his reading, writing, and spelling, and

make a learning plan that was unique to his educational needs. I was also able to work with him

on an individual bases and give him the extra support and tutoring he needed.

Vygotsky’s (1978) zone of proximal development and Baduras's (1977) social learning

theory fits hand in hand, along with scaffolding. The zone of proximal development is an

important theory that indicates "the distance between the actual developmental level as

determined by independent problem solving and the level of potential development as

determined through problem solving under adult guidance, or in collaboration with more capable

peers" (p. 86). He also stresses the importance of social interaction in the learning process.

Modeling from more advanced peers or teachers is paramount to development in a child. This is

important for me as a teacher because I need to assess each of my students to know what they are
able to do independently, and what they are able to do with help from me or another peer who is

more advanced. The use of scaffolding, a key idea of Vygotsky’s social learning, would then be

optimal as a means of helping the student to bridge the gap between what they can do

independently and what they can do with help. Throughout my time with the student in my case

study, I modeled excellent reading skills, provided for guided practice, and by the end of my

time with him, was able to see areas that he was beginning to practice certain reading strategies

on his own. I also continually assessed my student to determine when support was needed and to

what extent, and when to slowly remove the supports as the student practiced and gained

confidence in the skills he was taught.

Bronfenbrenner is a psychologist who also made an important contribution called the

“bioecological” model of human development (Slavin, p. 42). This theory shows how a child's

growth and development is affected by the environment; family, neighborhood, peers, school,

and show how they all play an important part at varying levels. In the following case study, my

student is a sad but prime example of this theory in action. From my interview to get to know

him as a reader, along with the ongoing assessments, I was able to conclude that his delayed

development in speech, reading, writing, and spelling mirrored the absence of support from his

environment at home, with peers, and at times, in school.

Motivation is a key element in the course of learning. Without motivation, learning

comes to a standstill. I continually use Maslow's Hierarchy of Needs as my starting point. In my

case study I made sure my student’s basic needs were taken care of; he appeared well rested and

fed in a safe environment. As we began working together, a relationship was established and he

began to see improvement in his progress very quickly. Because of this he was able to take risks
in trying new reading strategies. Once my student’s needs were taken care of and he felt safe to

learn, I provided both intrinsic and extrinsic forms of motivation to encourage him. While he did

not initially see the need to read, he thrived on the praise and encouragement that he received as

we worked together. When he began to see the areas that he was improving, he was encouraged

and inspired to work even harder.

An important part of increasing student motivation is by setting high but attainable

expectations. Kiefer (2014) said, “Teachers who communicate high academic expectations for

success have the potential to provide a challenge that promotes motivation...The bottom line we

learn as teachers is that whatever we expect out of students, they will do." With my student, I set

the goals high and reviewed them with him each time we met so he knew what he was working

toward. Though the tasks were difficult, He was never intimidated by what I required because of

my belief that he would succeed, and his motivation increased as he saw his own success.
 ​References

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Kiefer, S. M., Ellerbrock, C., & Alley, K. (2014). The Role of Responsive Teacher Practices in

Supporting Academic Motivation at the Middle Level*. Research In Middle Level Education

​ Online, 38(1), 1-16.

McLeod, S. (2018). Maslow's Hierarchy of Needs. [online] Simply Psychology. Available at:

https://www.simplypsychology.org/maslow.html [Accessed 31 May 2018].

Slavin, R. (2010) Educational Psychology: Theory and Practice. Boston: Pearson.

Vygotsky, L.S. (1978). Mind in society. (M. Cole, V. John-Steiner, S. Scribner, & E.

Souberman,

Eds.).Cambridge, MA: Harvard University Press.