EDU 490 Week 3 DQ 1

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Psychology

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Jun 27, 2024

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Answer 1 Michael Alvarez definitely needs intervention. Starting with his parents coming to the school, would be plenty of help. They need to know where he stands and let him know how important his education should be to him. They are the ones than can cut down on his hours that he works. Instead of working after school and Saturdays he needs to pick one or the other to allow time to take support classes. Dealing with Michael, I would start out with a Behaviorist approach because then I could use classical conditioning to evoke the desired learning (Kajitani et al, 2012, sec 3.1). Michael has been in the United States for three years and already repeated introduction to Algebra and repeating several other courses. He needs to be in a one on one tutoring session with the teacher. Michael has to be shown what the desired behavior is and then rewarded when he accomplishes the behavior. He is doing so much wrong it is going to take a process to get him right. The educator must get to the core of the problem. Find out if the problem stems from home. Once the teacher can get him to come to class on time, do homework, not interrupt class, and participate in groups then he/ she can get him to learn. It starts with the environment in the classroom. He probably needs the freedom to move around. A teacher must learn to give him cues to let him know when the behavior is tolerable or not. It must be done by not interrupting class so he can know he must not interrupt as well. One strategy I could use to improve Michael’s classroom behavior would be to set him beside the other ELL students. They could help him with something he might not understand. He also would learn from them how to act in class. In order to get him to participate in class I would relate some of the assignments to his job and how he could use the lesson where he works. Michael definitely needs to establish personal learning goals. This could be done by a constructivist approach from the teacher. The educator lets him know she respects his culture and wants to guide him to becoming successful in school. The teacher must instill in Michael that there is nothing wrong with getting help form his siblings. By cutting down on work and getting his brother to help Michael could start turning homework assignments in. The teacher must help him understand that that he can acquire the content knowledge and apply that same knowledge in academic and real world situations (Kajitani et al, 2012, sec 3.1). Parents can make a difference by involving themselves in school night and monitoring Michaels work hours. Kajitani, A., Lehew, E., Lopez, D., Wahab, N., and Walton, N. (@012) The final step: A capstone in education. A. Shean (Ed.). San Diego, CA: Bridgepoint Education, Inc. Answer 2 For Michael’s intervention plan I would use all of the approaches constructivism, cognitivism and behaviorism. I would first start with behaviorism and model the wanted behavior in my classroom. For instance I would praise the students, who show up on time to class, hand in their homework on time, and work collaboratively in groups. I would also reward the

wanted behavior with free homework passes and extra free time with a friend. Because Michael seems to like conversing with his friends I would try to sit them closer together to serve as a less distraction to others while also rewarding them when they do not talk out of turn with the extra free time with a friend. I would use cognitivism in my classroom and tie in his native country with lessons. For instance if we are talking about a holiday ask Michael about holidays in his country and ask him to talk about it. I would also use cognitivism to describe things in his native language and in English to help him with his English reading and writing skills. By using constructivism in my classroom I would incorporate peer learning. I would encourage Michael through pairing with one of his friends and with free homework passes and free time passes. If Michael feels more comfortable with his friends that also speak his native language and will participate more I feel that there is no harm in grouping them together for the greater good of his education. As far as the parents involvement I would definitely try to schedule a time for them to try to come in and talk with you. But, if this is not an option for them to come to you I feel I would try to set up a time to talk with them. As far as involving the parents I would try to let them know that it would be a great help for the younger siblings to work with Michael at home with his reading and writing of English. I would also see if they would like to maybe work with you in the classroom with or without Michael a couple of days after school to learn English as well and how to read and write it properly. For me I feel that Michael’s parents may be intimidated because they might not know much English and are not communicating and able to support Michael because of that factor. Just a thought, it might do a lot of good for them to feel like they are trying. This would help them become more supportive of Michaels learning goals. Kajitani, A., Lehew, E., Lopez, D., Wahab, N., & Walton, N. (2012). The final step: A capstone in education . A. Shean (Ed.). San Diego, CA: Bridgepoint Education, Inc.

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