Chapter 3 Learning Log

What?
This week in chapter three I learned about our sense of self, developmental changes, Erickson's psychosocial crises, and Kohlberg's theory of moral development. Factors that affect an individual's sense of self are previous performance, behaviors of others, and group membership. Also, students in the secondary education system are going through many developmental changes that affect them, which are an imaginary audience and a personal fable. An imaginary audience is the belief that everyone is watching them and criticizing them for their "imperfections". A personal fable is an adolescents belief that they are they only person that is experiencing what they are experiencing.

Erikson developed eight stages of psychosocial crises. Trust v. mistrust is at infancy, and the child learns either the world is dependable or it is undependable. Autonomy v. doubt is at the toddler age, and the child learns that either the sufficient behaviors or they learn to doubt their abilities. Initiative v. guilt is at the preschool age, and children either learn independence or they develop guilt for their desires. Industry v. inferiority is at the elementary age, and children either learn diligence or they develop feelings of inferiority about their capabilities. Identity v. role confusion is during adolescence, and children will either develop a sense of identify or they will develop role confusion. Intimacy v. isolation is during young adulthood, and individuals will either form relationships or they will feel isolated. Generativity v. stagnation is during middle age, and individuals will either feel that they are contributing to society or they will feel a dissatisfaction in their lives. Integrity v. despair is during old age, and individuals will either look back and feel accomplished or they will look back and feel like they have failed.

Kohlberg has three levels of moral development: preconventional, conventional, and postconventional. Within preconventional there is punishment avoidance (Is someone watching?) and exchange of favors (What can I get out of this?). Within conventional there is good boy/good girl (wants acceptance) and law and order (duty to fulfill the rules). And within postconventional there is social contract (How do rules benefit society?) and universal ethical principle (Can I accept the consequences of a broken rule?).

So What?
Understanding the factors that go into building a person's sense of self are important because student's in the age group will really affected by their own sense of self. 7th through 12th grade is a time when students are really modeling themselves, and by being aware of these factors I'll be able to understand and help them. Also understanding Erikson's and Kohlberg's theories are important because they can help me better understand my students and their actions. I can understand why my students are making the decisions they are, and I can understand what is driving them. It was important to include these topics in our class syllabus so as a soon-to-be teacher I can understand stages and developments that my students are going through.

This knowledge can help me to be a great teacher because of the understanding, patience, and empathy it can bring. Erikson says students at the age level I will be teaching are going through the Industry v. inferiority stage or the identity v. role confusion stage. Knowing this I can understand and help my students learn diligence and develop a place in society. By understanding Kohlberg's stages of moral development I can understand my student's actions and their thoughts behind them, and I can also teach them about higher level moral thinking.

Now What?
Because of my understanding of an adolescence's sense of an imaginary audience I can attempt to help them understand the reality of it. I think this will be done best by sharing my own experiences because of their sense of the personal fable. It's important to help students through this stage in life because it can be a extremely traumatic experience, I know. Also with my knowledge of Erikson's psychosocial crises I can assess where my students are at and attempt to help them through these stages. Some students aren't going to get the praise for accomplishments and the help with role confusion at home. I can try to be that stability and help for them. Finally, with my understanding of Kohlberg's levels of moral development I can base class discussions or assignments on the components of these levels. I think it would be interesting and helpful for the students to discuss the levels of moral development.