2016 Leading Seagulls 2 Masterminds

understanding students' basic psychological needs


Group name: Master MindsMotto: The secret is in our students. Group members: Merve Nur ALTUN Tuba PİRDAL Burcu SARAL Gülşah SOBUCALI Hatice UĞURER

We meet at Library on Mondays at 4 o’clock and on Tuesdays at 3 o’clock.


Contents Gantt Card Definition of the problem Literature review A review of the chapter Brainstorming Matrix diagram Diagram Fishbone Survey Data analysis Conclusion Recommendation Thanks References

Gantt Card

STEPS

5 october 2015

9 October 2015

12 October 2015

14 October 2015

16 October 2015

19 October 2015

PLAN

Determination of the problem

Literature review identifying targets

Determination of the main and root causes (fishbone)

Determine the main causes to be studied& ask for approval (Dr. Köksal)

Probable solutions, developing strategies

Preparing data collections tools

DO

Collecting data

CHECK

Analysis of data

ACT

Solutions, suggestions, conclusions

PPT preparation

Self-Assessment

SHARE

Presentation

expected observed

Definition of the problem

• There is a significant problem for teachers: inability to understand the reason of students’ disruptive behavior that hinders students’ learning process.


http://img.wikinut.com/img/k5jwl27hfm5z8tr1/jpeg/0/A-Classroom-Of-enthusiastic-students.jpeg

from Jones, V.F. & Jones, L.S. (2007). Comprehensive classroom management

• Research shows that students’ behaviors are appropriate and their effective learning is improved when their basic personal and psychological needs.



Why have we chosen this topic?

• Because in our experiences, we have seen that students hesitate to participate in class discussions.

• Because most students withdraw themselves as they feel alienated from the class setting.



https://alexandriaf.files.wordpress.com/2013/05/001.jpg

• Shyness is a situation that includes other emotions like fear, tension, apprehension and embarrassment. Teachers should see that shy students are self-conscious but lack confidence when they feel the focus on them. (Romano, et al. 2013)


LITERATURE REVIEW

General causes of reticence:

1-low self esteem

2- fear of being ridiculed when they inappropriately or inaccurately respond

3-fear of success – this occurs when a student interacts successfully; they attributes their success to luck or accident and then is apprehensive for others expecting him/herself to continue excellent performance

4-cultural differences – various cultures forbid or strongly discourage individuals from speaking up in classroom settings

5-to avoid conflict – inexperienced, shy, or less competent communicators rely upon silence to avoid conflict scenarios

6-communication apprehension – a clinical fear of communicating with or in the presence of others. (Li&Liu, 2011, p.962)


• Also, Dwyer and Heller-Murphy (1996), interviewed six Japanese students at the University of Edinburgh to identify sources of reticence among language learners. It was found that students were reticent due to several reasons including fear of public failure, fear of making mistakes, low English proficiency, lack of self-confidence, and lack of familiarity with rules and norms of English conversation. (Riasati, 2014, p. 116)


• Flowerdew and Millar (2000) interviewed fifteen lecturers in a university in Hong Kong. It was found that students were passive and reticent in language classrooms as a result of such reasons as fear of losing face, their inability to understand concepts, the passive learning styles they were accustomed to, lack of preparation before coming to class, and their perceived linguistic ability. (Riasati, 2014)


A brief Review of the Chapter

• Understanding students' basic psychological needs


Theoretical Perspectives


• Why do students show unproductive school behavior ?

The answer is:

their basic needs are not met in the environment where the misbehavior occurs.


1-Personal Needs Theories

1. Abraham Maslow

2. Rudolf Dreikurs

3. William Glasser

4. Stanley Coopersmith


http://www.timvandevall.com/printable-maslows-hierarchy-of-needs-chart/

1. Abraham Maslow

2. Rudolf Dreikurs

• ‘‘ We should realize that a misbehaving child is only a discouraged child trying to find his place.’’


http://home.comcast.net/~eheinr007/ADP%20Project/Assets/adlerb2%20-%20Copy.jpg

(Dreikurs&Cassel,1972,p.32)

http://info2.thertc.net/Portals/219007/images/Slide06.jpg

Topper’s Goals of Misbehavior Topper and colleagues (1994) offered a modified list of needs met by students’ challenging behaviors:

• Attention • Avoidance/ Escape• Control• Revenge• Self-regulation/ Coping

• Play




http://adaptations2011.pbworks.com/f/1318792290/Cartoon%20pic%201.jpg

3. William Glasser

Five basic needs:

» To survive and reproduce

» To belong and love

» To gain power

» To be free» To have fun



4. Stanley Coopersmith

• For high self-esteem, students need to have these experiences:

o Significance, a sense of being valuedo Competence, performing a socially valued

tasko Power, ability to control someone’s

environment



2- Human Development Theories


http://media.npr.org/assets/img/2012/05/30/grandpaniece_wide-b2e4518864bbb0a17efd93242519344234368ee3-s6-c30.jpg

Erikson's eight stages of psychosocial development


Teachers can assist their students with these different psychosocial stages and needs by making sure that students:

• -understand the work they are asked to do• -can successfully complete the work they are

given• -monitor and chart their development.• -receive positive feedback from other people.



Influence of Students' Age on Teachers' Beliefs and Actions

• Elementary Teachers=> Close Relations with students and involving them in decision making.

• Secondary Teachers=> Traditionalist, more authoritarian, greater personal distance



HOWEVER;

• General principles used in effective and supportive classrooms are identical in all levels.


SOCIAL FACTORS THEORY

Elkind:• Basic contracts between adults and

children:

1-) Responsibility-Freedom

2-) Achievement-Support

3-) Loyalty-Commitment



Who do you think violates these contracts frequently?

-ADULTS


Lipsitz;• Main focus is developing school environments that meet young

adolescents' developmental needs.• Young adolescents’ needs:

– The need for diversity – The need for opportunities for self-exploration and self-

definition – The need for meaningful participation in school and

community – The need for positive social interaction with peers and

adults – The need for physical activity – The need for competence and achievement – The need for structure and clear limits



Martin Seligman;• Main focus is assisting adolescents in developing

optimism.• Three factors influencing how students view causes of

behavior:

1. Permanence=> "this problem is unalterable"

2. Pervasiveness=>"attributing success or failure to factors within or outside of their control"

3. Personalization “External vs internal locus of control”




Brainstorming

• Why don’t students join to the communicative activities?Teachers StudentsEnvironment System

Matrix

Reasons Teachers Students Environment System

Merve Altun 6 7 5 4

Tuba Pirdal 7 6 4 3

Burcu Saral 5 7 3 2

Gülşah Sobucalı

6 7 5 4

Hatice Uğurer6 7 4 5

TOTAL30 34 21 18

Percentage%29 %33 %20,5 %17,5


Diagram

Why don’t students join to the communicative activities?


Fishbone

System Teachers

Students Environment

Education Insufficient management

Poor relationship with students

Basic needs Peers Classroom

environment

Financial support

Survey Questions1. In which language skills do you feel more

uncomfortable?

2. How often do you voluntarily go to the board?

3. Are you afraid of making mistakes when you speak in the class?

4. Why do you feel uncomfortable during communicative class activities?

5. Do you think that you could be more willing to join communicative class activites if our educational system encoured you to speak more?


1) In which language skills do you feel more uncomfortable?


2) How often do you voluntarily go to the board?


3) Are you afraid of making mistakes when you speak in the class?


4) Why do you feel uncomfortable during communicative class activities?

35%

40%

15%

10%

Because of my friends. Because I'm shy. Because of my teacher. Because I find them pointless.


5) Do you think that you could be more willing to join communicative class activites if our

educational system encoured you to speak more?


It is essential that we help create an environment where each child feels accepted by other children and the classroom teacher. (Romano, et al.) So, they make some suggestions to help;

1- Introductory activities to help student learn about one another (everyone gets a turn)


Suggestions

2- Classroom arrangement in which students become more comfortable with their peers and which facilitates discussion.

3- Encourage students to understand and recognize that we are each different and unique in our own ways. Ensure all students, especially those who are ‘shy’, have a job in the classroom.


Conclusions

• If we consider the results of our brainstorming and survey:

• Students do not participate in communicative activities because their basic needs such as trusting peers, self-esteem and confidence are not satisfied. Other factors include the environment and elationship with the teacher.



SPECIAL THANKS to

DR. HAYAL KÖKSAL

References• Imece Circles by Dr. Hayal Köksal• Jones, V.F. & Jones, L. S. (2007). Comprehensive classroom management: Creating

communities of support and solving problems, 8th edition. Boston: Pearson/Allyn&Bacon• Li, H. & Liu, Y., (2011). A Brief Study on Reticence in ESL Class. Theory and

Practice in Language Studies, Vol1, 961-965.

• Riasati M. J., (2014). Causes of reticence: Engendering willingness to speak in

language classrooms. International Journal of Research Studies in Language

Learning. Vol 3, 115-122.• Romano, L., Papa, L. & Saulle E. (2013). 4 Simple Strategies to Help a Shy Student.

Retrieved from http://www.teachhub.com

• Dwyer, E., & Heller-Murphy, A. (1996). Japanese learners in speaking classes.

• Flowerdew, J., & Miller, L. (2000). Chinese lecturers’ perceptions, problems and

strategies in lecturing in English to Chinese-speaking students. RELC, 31, 116-138.



• http://pnimg.net/w/articles/0/503/e91ab6e899.jpg• http://previews.123rf.com/images/hatza/hatza1305/hatza130500062/19892714-Cartoon-

pencil-Stock-Vector.jpg• http://img.wikinut.com/img/k5jwl27hfm5z8tr1/jpeg/0/A-Classroom-Of-enthusiastic-

students.jpeg• http://cdn2.hubspot.net/hub/397703/file-2622196986-

png/methodschools_Images/Methods.png?t=1443809779714• https://alexandriaf.files.wordpress.com/2013/05/001.jpg• http://www.timvandevall.com/printable-maslows-hierarchy-of-needs-chart/• http://f.tqn.com/y/psychology/1/L/m/9/Abraham_maslow.jpg• http://home.comcast.net/~eheinr007/ADP%20Project/Assets/adlerb2%20-%20Copy.jpg• http://info2.thertc.net/Portals/219007/images/Slide06.jpg• http://media.npr.org/assets/img/2012/05/30/grandpaniece_wide-

b2e4518864bbb0a17efd93242519344234368ee3-s6-c30.jpg• http://adaptations2011.pbworks.com/f/1318792290/Cartoon%20pic%201.jpg

Web Sources

2016 Leading Seagulls 2 Masterminds

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