5.
Dealing with parents
Educational Psychology
TOPIC 1
Teachers, Teaching Educational Psychology
I. Good Teaching
- as mud about passion as it is about reason.
II. Professional Knowledge and Skills
1. Subject matter competence
2. Instructional Strategies
3. Appropriate Teaching Strategies
4. Classroom Management Skills
5. Motivational Skills
6. Communication Skills
III. Role of Educational Psychology
1. Understanding and improvement of
instruction
2. Teach and Learn
3. Solving everyday problems of
education
IV. Common Concerns
1. Classroom Discipline
2. Motivating Students
3. Accommodating Differences
4. Evaluating student work
6. Reality shock
V. Ultimate goals of Teaching
- Lifelong learning
1. Self-regulated learning
2. Knowledge
3. Motivation
4.
VI. Educational Psychology
- scientific discipline that is concerned
with understanding and improving how a
student acquire a variety of capabilities thru
formal instruction in classroom setting.
VII. How will learning about educational
psychology help you be a better teacher?
1. Teaching is a complex enterprise.
2. Research that informs teachers.
3. Coursework and competence.
VIII. Professional Teaching Standards
1. Teachers are committed to students
and learning.
2. Teachers know the subjects they
teach and how to teach those to students.
3. Teachers are responsible for
managing and monitoring student learning.
4. Teachers think systematically about
their practice and learn from experience.
5. Teachers are members of learning
communities.
 2. Pre-operations (2-7 years old)
IX. 5 Habits of Effective Teaching - egocentrism, difficulty with
centering and conservation.
1. Enjoys teaching
2. Embraces change
3. Concrete operations (7-11 years old)
3. Spreads positivity
- sequence, hands on thinking,
4. Finds inspiration
classification, reversibility.
5. Makes a difference
4. Formal operations (11-15 years old)

- scientific reasoning, hypothetical

TOPIC 2 deductive reasoning.

Cognitive Development and Language V. Lev Vygotsky

Knowledge is co-constructed.

I. Development

- is the pattern of biological, cognitive Interpsychological - interaction between

and socio-emotional changes. people

Intrapsychological - interaction between

oneself
II. Types of Development
-Physical
IMPLICATIONS
-Personal
-Social
1. Assisted Learning - both individual stusy of
-Cognitive
eduational materials and guidance on the
subject-matter by the tutor/trainor.

III. Principles of development 2. Scaffolding - teaching methods that helps

a students learn more by working with a
- rates differ
teacher.
- orderly
3. Zone of proximal development -
- gradual difference between what a learner can do
without help and what he or she can
achieve with guidance.
IV. Jean Piaget
4. Collaboration learning - groups or
1. Sensorimotor (0-2 years) students working together to solve a
problem, complete a task or create a
-Object permanence
product.
VI. Language Development II. Self concept and Self Esteem

1. Influences of hereditary and

environment
SC - picture of yourself
2. Language development
SE - opinion of yourself
3. Brain development - brain functions
(basic)
III. Kohlberg’s stages
Moral Development
BASIC BRAIN FUNCTIONS

Level 1: Preconventional
1. Prefrontal cortex - planning and reasoning
(teen brain - underconstruction) Stage 1: Avoid punishment
2. Amygdala - emotional core Stage 2: Personal Gain or reciprocity
3. Parietal lobe - touch, sight, and language Level 2: Conventional
4. Ventral striatum - reward center Stage 3: Goodboy or nice girl
5. Hippocampus - memory Stage 4: Law and order
TOPIC 3 Level 3: Post Conventional
Stage 5: Social control
Personal, Social and Emotional Stage 6: Universal Ethical
Development

IV. Children and youth at risk

I. Erickson
1. Child abuse
2. Teenage sexuality
1. Trust vs. Mistrust (0-18 mos.)
3. Eating disorder
2. Autonomy vs. Shame and doubt (18
4. Drug abuse
mos - 3 yo)
5. Suicide
3. Initiative vs. Guilt (3-5 yo)
4. Industry vs. Inferiority (5-13 yo)
V. Helping “at risk”
5. Identity vs. Role confusion (13-21 yo)
6. Intimacy vs. Isolation (21-39 yo)
1. Listen
7. Generativity vs. Stagnation ( 40- 65 yo)
2. Observe
8. Integrity vs. Despair ( 65 yo onwards)
 3. Get help 6. Losing a friend or family member to
suicide
4. Get special training
5. Do something

1. Foreclosure - high commitment, low

exploration

2. Moratorium - low commitment, high

exploration

3. Diffusion - low commitment, low

exploration

4. Achievement - high commitment, high

exploration

Factors influencing self-esteem

1. Feedback from other people
2. Family environment

3. Task proficiency and

accomplishments
4. Physical appearance
5. Academic achievement
6. Self beliefs
7. Personal aspirations

Some important risk factors for suicide

History of substance abuse

1. Previous suicide attempts

2. Relationship problems
3. Access to harmful means
4. Recent death of a family member or a
close friend
5. Physical disability or illness