Understanding Students Basic Psychological Needs

1. Understanding Students� Basic Psychological Needs Presenters: Emel Hakyemez Fatma G�ney Habibe Uzundal Kevser Yagli Sema �zcan Sedef Nur Yaman Sinem Aydogan

2. OUTLINE What are the problems of students? (Video) An interview with students Theoretical Perspectives to Students� Needs Maslow�s Theory (Group Discussion) Dreikurs� Theory (Drama) Glasser (Comparison with Maslow) Coppersmith Erikson, Elkind (Analysis of a case in groups) Developmental Assets Why Do Students Drop the School? (Class Discussion) The Issues of Order, Caring and Power (Video) Discovering Students� Needs (Group Work) Recast

3. Understanding Students� Basic Psychological Needs Before getting started: What do you think students� basic psychological needs are? What might happen if those needs are not met?

5. -�Teachers are frustrated by their inability to determine the source of disruptive student misbehavior which disrupts learning.�

6. Why do children misbehave?

7. -BUT? the major impact on how students behave and learn is TEACHERS and SCHOOLS - Conclusion?Relationship between effective learning/ behaving appropriately and personal and psychological needs met

8. Basic Concepts Motives � internal states that arouse and direct behavior toward specific objects or goals Needs � states of tension within a person

10. Maslow�s Hierarchy of Needs

11. Maslow�s Hierarchy of Needs

12. Maslow�s Hierarchy of Needs

14. Questionnaire Results

15. GROUP WORK 6-people groups

16. RUDOLF DREIKURS He bases his theory on the fact that children�s basic need is to be socially accepted. Children have 4 goals in misbehaving: 1) Attention getting 2) Power 3) Revenge 4) Displays of inadequacy

17. ATTENTION GETTING A student does this if s/he is deprived of the opportunity to gain status in the class. Such students Make notice during the lesson Divert their friends� attention Ask unnecessary questions Suggested behaviors Use eye contact Ask question by saying their names Thank them for answering the questions

18. POWER If adults are ineffective at responding to attention getting, then the student will seek power. Such students Refuse to obey class rules Want to have final say Suggested Behaviours Peer tutoring role Leader in group activities

19. REVENGE If the student is repulsed by the teacher�s own power, s/he will seek revenge. Such students Write on desks Bully younger students Suggested Behaviours Use �I� language Ask that student to prepare the class materials before the lesson Provide positive relationship

20. DISPLAYS OF INADEQUACY At the end of these attempts, the student gives up and expects failure. Such students Do not complete the assignments Tend to use drugs and alcohol Suggested Behaviours Peer-tutoring

21. We should not label students as �bad� or �disruptive�. They behave so because they want to meet their needs that way. As educators, we should help them develop behaviours that meet their needs and also serve them efficiently throughout their lives.

22. William Glasser (Control Theory/Choice theory) understanding the five basic needs, a person is better able to make choices to improve quality of life indicated that students will function productively only in school environments that allow them to a sense of control or power over learning. Control Theory is very similar to Maslow�s Hierarchy

23. 5 basic needs: Survival Love and belonging Power Freedom Fun

24. 1. Survival: satisfying our physical needs such as food, shelter, clothing. 

25. 2. Love and belonging: feeling accepted and loved by others

26. Power : feeling important

27. Freedom: being able to choose what we want to do with our lives

28. 5. Fun: the ability to find enjoyment in life by learning and playing In his Control Theory, Glasser says if these 5 basic needs are met, students will show higher performance. 

29. Match Glasser�s 5 needs with Maslow�s hierarchy of levels � � � GLASSER MASLOW 1. Survival ���������������� ����������������� 2. Belonging and love ���������������.. � 3. Power ���������������.. � 4. Freedom x � 5. Fun x � (x means no correspondence) � MASLOW: Self-actualization/ Belongingness and affection/ Safety and security/ Physiological needs/Self-respect

30. Match Glasser�s 5 needs with Maslow�s hierarchy of levels � � � GLASSER MASLOW 1. Survival Physiological needs Safety and security 2. Belonging and love Belongingness and affection � 3. Power Self-respect � 4. Freedom x � 5. Fun x � (x means no correspondence) � Self-actualization

31. Suggestion: Every public school educators or prospective teacher should spend an entire day by being a student. understanding students� feelings a study: uncomfortable seats, breaks 

32. Stanley Coopersmith (Dimensions of Self-esteem) 3 dimensions of Self-esteem: Significance Competence Power Significance: feeling of being loved, cared about and valued in relationships Competence: being able to perform socially valued task as well as others or better than others

33. Power : ability to control one�s environment. If students are allowed to choose a topic to study, provide input into how the classroom is arranged, they experience a sense of power and they have higher self-esteem.

34. Human development theory According to ERIK ERIKSON, there are eight stages of human psychosocial development: 1. Infancy 2. Toddler 3. Early Childhood 4. Elementary and Middle School Years 5. Adolescence 6. Young Adulthood 7. Middle Adulthood 8. Late Adulthood

35. Stage 1: Infancy (Age 0-1) : Trust vs. Mistrust Stage 2:Toddler (Age 1-2) : Autonomy vs. Doubt Stage 3: Early Childhood (Age 2-6) : Initiative vs. Guilt Stage 4: Elementary and Middle School Years (Age 6-12) : Industry vs. Inferiority

36. Stage 5: Adolescence (Age12-18) : Identity vs. Role Confusion Stage 6:Young Adulthood (16-40) : Intimacy vs. Isolation Stage 7: Middle Adulthood (40-65) : Generativity vs. Stagnation Stage 8: Late Adulthood (65 - --) : Integrity vs. Despair

37. SOCIAL FACTORS THEORY DAVID ELKIND Suggested 3 basic implicit contracts governing the relationships between adults and children: 1. responsibility-freedom 2. achievement-support 3. loyalty-commitment ! Violation of these contracts by adults causes stress for children.

38. SOCIAL FACTORS THEORY Responsibility-freedom contract: Sensitively monitoring the child�s level of intellectual, social and emotional development. Violation of this contract occurs when adults fail to reward responsibility with freedom. e.g. A student makes a reasonable request but the teacher treats with disrespect.

39. SOCIAL FACTORS THEORY 2. Achievement-support contract: Refers to adults expecting age-appropriate achievements and providing the necessary personal and material support to help children reach expected goals. Violation of this contract occurs when adults don�t provide adequate support for students� achievement.

40. SOCIAL FACTORS THEORY 3. Loyalty-commitment contract: Emphasizes adults� expectations that children will respond with loyalty and acceptance of adults because of the time, effort, and energy adults give. Violation of this contract occurs when children fail to provide adults with indications of loyalty commensurate with the efforts or commitment that adults see themselves as having made.

41. SOCIAL FACTORS THEORY JOAN LIPSITZ Focused on the needs of early adolescence. Emphasized the importance of developing school environments that meet their developmental needs. These needs include: - Diversity - Opportunities for self-exploration and self-definition - Meaningful participation in school and community - Positive social interaction with peers and adults -Physical activity - Competence and achievement - Structure and clear limits

42. SOCIAL FACTORS THEORY MARTIN SELIGMAN Emphasized the importance of optimism. Stated that the basis of optimism lies in the way you think about causes. Listed 3 key factors that influence how students view causes of behavior. 3 key factors Parallels with Weiner�s 1. permanence 1. stability 2. pervasiveness 2. responsibility 3. personalization 3. locus

43. DEVELOPMENTAL ASSETS External Assets -Support (Family, neighborhood, school climate, parent involvement) -Empowerment (Community values youth, serving in the community, safety) -Boundaries and Expectations (Family and school boundaries, rules and restrictions, high expectations) -Constructive Use of Time (creative activities, youth programs, time at home)

44. DEVELOPMENTAL ASSETS Internal Assets Commitment to Learning (Achievement Motivation, school engagement, bomding to school) Positive Values (Equality, Conflict Resolution, Resistance Skills, Interpersonal Competence) Positive Identity (Personal Power, Self-esteem, Sense of Purpose, Positive View of Personal Future)

45. As a teacher, what can you do? Create personally supportive and engaging environments. (communities of support) Provide diversified instruction that meaningfully and actively engages students, enabling all students to utilize their preferred learning styles. Involve students in creating and learning social roles and relationships within the school context Utilize problem solving and conflict management as the central theme in dealing with behavior problems. Teach students strategies for setting goals and monitoring their own behavior

46. AT RISK FOR SCHOOL FAILURE INDICATORS

47. STUDENTS AT RISK FOR SCHOOL FAILURE

48. Reasons for dropping out of school: 1) Poor adult-child relationship 2) A limited sense of personal efficacy 3) A tendency to focus on external factors 4) Low self- esteem 5) A poorly developed sense of social cognition 6) Poor problem solving skills 7) Difficulties with learning

49. HOW DOES SCHOOL CONTRIBUTE TO THIS? Schools� very strict discipline strategies Teachers� mistreatment towards at risk students

50. ILK�GRETIMDE OKUL BIRAKMA Nedenler: %41.5 �Ben devam etmek istemedim� %34.4� �Ben ve ailem birlikte karar verdik� %23.4� �Babam okuldan aldi� %13.8 g��ten dolayi %12.3 yasi b�y�d�g� i�in %11i para kazanmak i�in

51. %27si okula ilgi duymama, �gretmenleriyle iyi ge�inememe, %15i okul masraflarinin �ok y�ksek olmasi, %14� ailesinin ekonomik faaliyetine yardimci olma ve �cretli �alismak zorunda olma, %11i ailesinin izin vermemesi, %9u ev islerinde ailesine yardimci olma ve k���k kardeslerine bakmak zorunda kalma, %4� uygun okulun olmamasi (T�rk-Is, 2006).

52. LISEDE OKULU BIRAKMA 15-19 yas arasindaki kizlarin y�zde 50�si, erkeklerin ise y�zde 26�si ne �alisiyor ne de okuyor. 2009 yilinda her g�n 2 bin �grenci okuldan ayrilmis. 2009 yilinda erkek �grencilerin y�zde 15�i okulu birakirken bu oranin meslek liselerinde y�zde 22, imam hatip liselerinde ise y�zde 16 olarak ger�eklestigi belirlendi.

53. En �ok okulun birakildigi d�nem ise dokuzuncu sinif. Kizlarin y�zde 64��, erkeklerin ise y�zde 76�si bu d�nemde okulu birakiyor. EGITIMDE AILE FAKT�R� Kardes sayisi Aile reisinin egitim durumu ve geliri Yerlesim yeri Kirsal kentlerdeki kizlarin y�zde 30�u egitime devam ederken, kentte bu oran y�zde 58 olarak belirlendi. Aile reisinin y�ksekokul mezunu oldugu ailelerde kizlarin egitim orani y�zde 94 iken okur-yazar olmayan ailelerde bu oran y�zde 15�e kadar d�s�yor.�

55. �NIVERSITELERDE OKUL BIRAKMA Egitim Hakki Platformu `www.af2008.org`, "�niversitelerden Ilisikleri Kesilmis �grencilerle Ilgili �alisma Raporu`nu AKP Bitlis Milletvekili ve Egitim Komisyonu �yesi Cemal Tasar"a sundu. Rapor, �grencilerin b�y�k �ogunlugunun maddi ve saglik sorunlari nedeniyle okullarini biraktiklarini ortaya koydu. Yaklasik 7 bin �grencinin katildigi anket sonu�larina g�re En b�y�k sorun maddi imkansizliklar Saglik sorunlari �nemli unsur Dikey ge�iste intibak sorunu (Egitim Hakki Platformu `www.af2008.org`, "�niversitelerden Ilisikleri Kesilmis �grencilerle Ilgili �alisma Raporu)

56. WHAT CAN BE DONE? 1)Create personally supportive and engaging environments 2)Provide various instruction enabling all students to utilize their preferred learning style 3)Involve students in creating learning social roles and relationships within the school context 4)Utilize problem solving and conflict management skills 5)Teach students setting goals and monitoring their own behaviour

57. The Issues of Order, Caring and Power What are the facts about order, caring and power? For a safe school environment, order is indispensible. Even if the students respect the order in classroom setting, in the playground or on the way to home, they might not. Although beginning teachers try to create a positive learning environment at the beginning, they soon become frustrated by student behaviour and begin using methods of authotarian control.

58. The important question is NOT whether order needs to exist BUT how order is established and maintained. The old disciplinary regime has failed and left the situation chaotic. Safe schools are characterized by teachers knowing and valuing students, and relationships characterized by caring. The Issues of Order, Caring and Power

59. The Issues of Order, Caring and Power The schools that feel safe don�t have metal detectors or armed security guards, and their principals don�t carry baseball bats. What these schools do have are a strong sense of community and collective responsibility. The key to deal with school violence is close relationships among students and smaller communities in schools. For some experts caring is the building block of successful education.

60. The Issues of Order, Caring and Power �Control and caring are not opposing terms: but the form of control is transformed by the presence of caring.� Bowers and Flinders (1990) There are teachers who believe that in order to have order, you just get tougher and tougher with kids- that you impose more rules and harsher consequences to get students� respect. But it doesn�t work? You have to demonstrate that you�re fair, that you stick by your word, THAT YOU CARE.

61. The Issues of Order, Caring and Power An example of establishing secure classroom: The principal asked the teacher �Have they been doing their homework?� Although not all of them had, the teacher looked at the kids and then back to the principal, responding, �They�ve done well�

62. The Issues of Order, Caring and Power According to John Holt, there are two types of authority: Natural authority is based on a teacher�s natural skill in assisting students in the learning process, solving problems and modeling thoughtful, caring behavior. Arbitrary or role-bound authority is the authority granted to educators by their roles as teachers, principals, counselors, and so on.

63. The more an educator uses natural authority the less they need to call on arbitrary authority. The two types of authority are difficult to blend. Students are impressed by natural authority whereas they respond to arbitrary authority with confrontation. The Issues of Order, Caring and Power

64. The central role of community in meeting students� needs �From the �community-building in schools� perspective, the most effective answer to violence is not to intensify efforts to control, monitor, and punish, but to create communities in which students feel valued.�

65. METHODS FOR DISCOVERING STUDENTS� NEEDS There are 3 basic methods for discovering students� needs: Examining theories and research results Getting direct information from student Systematic observation

66. ACTIVITIES FOR DISCOVERING STUDENTS� NEEDS Questionnaires can be used to elicit answers from students to determine their needs.

69. References: Jones, F., V., Jones, S. L. (2007) Comprehensive Classroom Management. Boston: Ally and Bacon http://www.learningplaceonline.com/stages/organize/Erikson.htm http://www.childdevelopmentinfo.com/development/erickson.shtml