Running head: DEVELOPMENTAL STANDARDS PROJECT

Developmental Standards Project Tony Cook Ball State University EDPS 250 3 December 2013

DEVELOPMENTAL STANDARDS PROJECT Purpose:

The purpose of this project is to demonstrate my understanding INTASC Principle 2, The Ball State Conceptual Framework, and how theories and research in educational psychology will inform decisions as a music education major. INTASC 2, The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. Ive decided to research the following concepts: 1. 2. 3. 4. 5. 6. 7. 8. 9. Bullying Learning Disabilities Self-esteem Obesity Peer influences Friendship Abuse Divorce Delinquency

Ball State University Conceptual Framework: The Ball State Conceptual Framework contains three themes: expertise, engagement, and context. Engagement: As a band director, I will have a class that is almost twice the size of the ordinary classroom. Having that many students can be overwhelming, and the teacher may be tempted to focus on one small group of students. Having the ability to keep my attention on the ensemble as a whole, while still being able to work on a smaller section, will require a carefully thought out plan. Being able to keep the entire class engaged and constantly improving is the work of a great educator. Giving the class a learning environment that promotes collaboration and self-improvement can bring a sense of enthusiasm to the classroom. If the class is

DEVELOPMENTAL STANDARDS PROJECT

enthusiastic about learning, they will always want to learn more and be constantly engaged. (AG 5) Expertise: To be an expert in your profession is a goal worth striving for. An expert in the teaching profession is someone that has been sufficiently trained how to teach. They know and understand several varying teaching methods, and are able to apply them on a case-by-case basis. An expert music instructor should also know how to play all of the instruments that they are teaching. The teacher cannot teach something that they do not know. An expert music teacher should be able to play all of the instruments in their ensemble and be able to apply all of the teaching methods they know in the act of teaching. (AG 2) Context: A successful teacher will understand that every student has a different background. This refers to both their home life and their previous musical experiences. In the ensemble, there could be a student that has been taking lessons for several years, and understands a majority of the curriculum. On the other hand, there could be a student that has never seen a sheet of music in his/her life. The teacher must understand that the two students will have an extremely different learning style and pace. One student could come from a family that is nurturing and supportive, and another could have a family that is everything but that. The teacher must be able to identify these situations and have a plan to deal with them. Every person is different, so every person has his or her own way to learn. (AG 1)

DEVELOPMENTAL STANDARDS PROJECT Developmental Research Topic:

Bullying: When children progress through their secondary education, their social status and acceptance becomes more important. This becomes so important to some that they begin to tease and make fun of other students. This becomes known as bullying. In America, 40% of students reported having some part in bullying (Rivers, 2007). This includes both the perpetrators and victims. The act of bullying can occur once or twice or several times a week (Rivers, 2007). Over a period of time, this becomes very frequent, and can cause a serious impact on the childs life. Boys tend to be more physical with their bullying, including pushing shoving and other acts of physical aggression. Girls are more indirect and relational with their bullying, including namecalling and exclusion from social groups. In terms of name-calling, there is a strong correlation between bullying and homophobic terms (Rivers, 2007). Learning Disability: There are many types of learning disability, several being a Nonverbal Learning Disability (NLD). Children with a NLD have no problem talking and understanding material, but have difficulty reading and writing. Children with a NLD should be given extensive opportunities and instruction on handwriting (Martin, 2007). Once handwriting is mastered, the child should begin learning how to type. Being able to read and write will help the child immensely in the future. An ideal high school for students with NLD would be one that not only allows them to flourish academically, but is also committed to helping them have meaningful social and extracurricular experiences (Martin, 2007) Instructional Decision: With bullying causing such a huge impact on so many students, a teacher must be able to identify a bullying situation and bring it to an end. As a music educator

DEVELOPMENTAL STANDARDS PROJECT I will do my best to make my band room the safest environment for my students. My students need to feel safe, they need to be supportive, and they need to have a sense of belonging (AG

5.1). If the student does not feel safe, there is no way that they can reach their full potential in the classroom. Self-esteem: People need to feel good about themselves and their accomplishments. To arrive at this place, each person must receive approval and recognition of his or her own worth. Self-esteem is first built by parental approval and acceptance. During the school years, teachers and other social contacts can further strengthen a persons self-esteem (Polan, 2007). When people feel good about themselves they tend to do better at whatever activity they are doing. If people are upset with themselves they let their bad mood affect their work, and tend to do poorly. Personal appearance and social status play a big part in a students self-esteem. If a student has low selfesteem, it is more likely that they will do poor in school, turn to drugs, or fall into depression. Instructional Decision: Students in the band are likely to be picked on by outside students. If that happens, the student will begin to doubt who they are and their place in the band. If the teacher notices these challenges, they need to have the ability to help address it (AG 1.3). The band instructor needs to be like a guidance counselor, and have positive guidance techniques (AG 5.5). Not all students will have these challenges, so the teacher must be able to distinguish how each student is progressing and have instructional decision making that promotes student success (AG 1.2). Obesity: A lot of factors contribute to childhood obesity. A big factor is the decisions that the parents make. The parents can choose to give their child a lot of junk food and then allow them

DEVELOPMENTAL STANDARDS PROJECT

to sit and watch television all day. The parents can encourage their kid to go play outside and run around instead of playing video games. A lot of times, the parents BMI are an indicator of the childs BMI (Scott, 2008). Childhood obesity takes a huge toll on the child. Being overweight will bring criticism and bullying from other kids, and will in turn give the child low self-esteem. Peer Influences: Through the teenage years of a childs development, the impact of those around begins to increase. The teen begins to stray from home, and starts to become their own person (Miller, 2000). The teen cannot simply become a different person; they must draw on ideas that they are receiving from both their family and their friends. This can be both good and bad, depending on the crowd they decide to hang out with. If the teen surrounds his/herself with good role models, most likely they will pick up these good traits. A big concern is drug use between peers. If others that are experimenting with drugs surround the teen, they will most likely be peer-pressured into giving it a try for themselves (Miller, 2000). Instructional Decision: As a music educator, I will strive to create a drug free environment for my students (AG 5.1). I understand that having positive relationships and supportive interactions is an important part of the students development (AG 2.4). I will push for my students to create friends within their sections, and to also create friends from other sections. If the students are hanging out with each other, they can become good role models for each other, and limit the possibility of them getting into the wrong crowd. Friendship: The term friendship changes as children age. From 7-8 years old, a friend is a companion who lives nearby, has nice toys, and shared the child's expectations about play activities. At 10-11 years old they share values and rules become important, and friends are

DEVELOPMENTAL STANDARDS PROJECT expected to stick up for, and be loyal to, each other. At 11-13 years old, friends are seen as sharing similar interests, making active attempts to understand each other, and are willing to engage in self-disclosure (Bornstein, 1999). As the children get older, it becomes difficult for them to tell whom their actual friends are. Some children just use others for their money, toys, possessions, or social status (Bornstein, 1999). Instructional Decision: As an educator I understand the importance of outside factors,

such as in the home, school, and community (AG 2.10). With this in mind, it is important for the students to create healthy relationships with their peers, and befriend their fellow band members. They will all already have one common interest, and having friends around you often pushes you to work harder (AG 3.16). Abuse: When children are abused, it affects them greatly. In most cases the aggressive state of their abuser caries on to them, and they become violent. Clinical studies indicate that violent delinquents are more likely to have suffered severe abuse than nonviolent delinquents (Understanding Child Abuse and Neglect, 1993). Children are also much more likely to become runaways. Many runaway children are not running toward something, but rather are running away from somethinga home life in which they were subject to abuse, particularly sexual abuse (Understanding Child Abuse and Neglect, 1993). These occurrences can lead into secondary education and give the student reason to misbehave. Divorce: Divorce is a rising concern for children development as more and more marriages are falling apart. When the parents split up, it can have several affects on the child. Children of divorced families tend to exhibit higher levels of externalizing problems, such as aggression and

DEVELOPMENTAL STANDARDS PROJECT conduct disorder, than children from intact families (Cooper, 1999). The kid could be angry at

his parents, and will show his/her anger with hostility or poor conduct. After several years of this behavior, it becomes habit and changes who they are. Instructional Decision: When a students parents divorce, it not only affects then emotionally, but also geographically. They will not always be in the same place, they might spend some days with their dads, and other days with their moms. One of the parents could be more supportive than the other, so special arrangements may have to be made with the less supportive home (AG 1.4). This could include arranging a carpool to rehearsal with fellow band members, or taking private lessons over a video service from home (AG 5.4). Whatever arrangements need to be made, the student needs to remain involved. Delinquency: Delinquency is a problem that affects many adolescents. The majority of causes for delinquency come from the home. A big cause is poverty, and the adolescent wants to help the family. If the parents are divorced, it is 15% more likely that the adolescent will be a delinquent (Cullingford, 1999). Acts of aggression are seen at a early age, but the real trouble doesnt begin until the age of 12-13 (Cullingford, 1999). Reflection: As I completed this project, my understanding of Intasc principle 2 got larger, particularly in relation to how the following topics impact the development of children: Bullying, Learning Disabilities, Self-esteem, Obesity, Peer influences, Friendship, Abuse, Divorce, and Delinquency. As well as showing my understanding of these concepts, I have discussed several ways this knowledge will influence my teaching career. As a music educator, I must always continue to advance and expand my personal knowledge in both music and child development.

DEVELOPMENTAL STANDARDS PROJECT

I plan to continue taking music education courses at Ball State. Ball State offers so many courses that will all help me reach my goal of being an expert music educator. What I have already learned will be most valuable to me, and I know that what I can learn in the next several years can take my teaching to the next level.

Works Cited Bornstein, M. H., & Lamb, M. E. (1999). Developmental Psychology : An Advanced Textbook. Mahwah, N.J.: L. Erlbaum Associates. Cooper, P. (1999). Understanding and Supporting Children with Emotional and Behavioural Difficulties. London: Jessica Kingsley Publishers. Cullingford, C. (1999). The Causes of Exclusion : Home, School and the Development of Young Criminals. London: Kogan Page. Polan, E., & Taylor, D. (2007). Journey Across the Life Span : Human Development and Health Promotion. Philadelphia: F.A. Davis. Martin, M. (2007). Helping Children with Nonverbal Learning Disabilities to Flourish : A Guide for Parents and Professionals. London: Jessica Kingsley Publishers. Miller, M. A. (2000). Adolescent Relationships and Drug Use. Mahwah, N.J.: Lawrence Erlbaum Associates. Rivers, I., Duncan, N., & Besag, V. E. (2007). Bullying : A Handbook for Educators and Parents. Westport, Conn: Praeger. Scott, B. J., Moore, B. A., & O'Donohue, W. T. (2008). Handbook of Pediatric and Adolescent Obesity Treatment. New York: Routledge. Understanding Child Abuse and Neglect. (1993). Washington, D.C.: National Academy Press.

DEVELOPMENTAL STANDARDS PROJECT All Grade Standards Works Cited Standard 1: Student Development and Diversity Teachers of grades P12 have a broad and comprehensive understanding of student development and diversity and demonstrate the ability to provide instruction that is responsive to student differences and that promotes development and learning for all students. 1.2

10

knowledge of students' developmental characteristics and developmental variation, and the ability to use this knowledge to inform instructional decisionmaking and promote student success typical developmental challenges for students from early childhood through grade 12 (e.g., in relation to independence, self-esteem, peer interactions, physical development, self-direction, decision making, goal setting, involvement in risky behaviors, and identity formation) and the ability to help students address these challenges knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender; religion; family structure), and the ability to use this knowledge to promote learning and development for students with diverse backgrounds, characteristics, and needs

1.3

1.4

Standard 2: Learning Processes Teachers of grades P12 have a broad and comprehensive understanding of learning processes and demonstrate the ability to facilitate student achievement. 2.4 knowledge of the role of positive relationships and supportive interactions as a crucial foundation for working with children, with a focus on childrens individual characteristics, needs, and interests knowledge of how various individual factors (e.g., prior learning and experiences, interests, talents) and factors in the home, school, and community influence learning processes, and the ability to use this knowledge to improve teaching effectiveness and learning outcomes knowledge of factors and situations that tend to promote or diminish student engagement in learning, and the ability to apply skills and strategies for promoting students active engagement and self-motivation

2.10

3.16

Standard 5: Learning Environment Teachers of grades P12 have a broad and comprehensive understanding of student learning environments and demonstrate the ability to establish positive, productive, wellmanaged, and safe learning environments for all students.

DEVELOPMENTAL STANDARDS PROJECT 5.1

11

the ability to create safe, healthy, supportive, and inclusive learning environments, including indoor and outdoor environments, that encourage all students' engagement, collaboration, and sense of belonging knowledge of the characteristics and benefits of virtual learning environments, online environments, face-to-face environments, ant the ability to work effectively in different types of environments to ensure student learning and growth knowledge of developmentally appropriate classroom management approaches and positive guidance techniques, including relationships between specific practices and student learning, attitudes, and behaviors, and the ability to use this knowledge to create an organized, positive, and productive learning environment that maximizes students time on task; facilitates learning; and encourages student self-regulation, responsibility, and accountability

5.4

5.5