ST.

LOUISE DE MARILLAC COLLEGE OF SORSOGON

Burgos St., Barangay Talisay, Sorsogon City

FINAL EXAM
BIO-PSYCHOLOGICAL FOUNDATION OF EDUCATION
ROSELLE D. LAGAMAYO
MAEd Guidance and Counseling
1. Why should teachers know about the following:
a. Endocrine System and their functions

Endocrine system is defined as the network of the glands that secrete

hormones into the bloodstream, (Papalia E. Diane &Sally Wendkos, 1985). It is
responsible for many amazing bodily processes: growth,sexual development, the
fight or flight response to danger, and the process bywhich cells make energy and
synthesize insulin. It was said that your endocrine system is your body's teacher. It
gives organs and other parts of your body instructions so they know what to do.
Just like your teacher controls activities in your classroom, your endocrine system
controls many activities inside your body, like how quickly you grow and how your
body uses food.

In the nutshell, endocrine system is most important system in the human

system that helped the body system to function effectively and efficiently. The
endocrine system is a complex group of glands that helps to control the
reproduction system of human, the metabolism, growth and the development
through a substance called the hormones of the human being. This system controls
the way human being respond to their surrounding and it provides the proper
amount of energy that the human body needs to be able to function well, (Papalia,
E. Diane &Sally, W. 1985).

In some cases, the glands of the endocrine systems are impaired and this
can result in “the imbalance of hormone”. The imbalance of hormone or condition of
endocrine system can affect the health of the individuals in various ways and some
of this endocrine conditions are vary serious. Thus it is necessary for teachers to
understand this reality. They might be encountering students that are unusual,
through accepting the importance and function of this system they might give an
answer to the “unusual behavior” of their student. By knowing the root teachers
could address this “special cases”. These imbalance hormone or endocrine system
conditions are the growth disorder, the menopause, hormone abuse, the glandular
problem, the Addison’s, Cushing’s polycystic ovarian, pituitary disorder, diabetes
and among others.

b. The Senses and Perception

To design a system that facilitates effective perceptual performance, one

must determine the information that is available in the environment, the abilities of
the sensory systems to respond to that information, and the factors that influence
how humans perceptually experience that information. To determine whether a
system accommodates vision, one must measure properties of light in the
environment, such as light intensity, contrast, and wavelength. Once that
information is measured, it should be compared to the known limits of the visual
system (or ideally, limits measured in the specific context of interest), such as field
of view, light sensitivity, and visual acuity. However, designing visual information
so that it accommodates known limits will not ensure effective visual performance.
One must consider the many factors that moderate such limits and the factors that
affect how the information is perceptually experienced by the user. It cannot be
assumed that the perception of the environment simply matches objective
measures of the physical environment or of the sensory substrate. Perception also
is influenced by higher order variables of stimulation and higher level processes,
such as expectations, prior experiences, and individual differences.

Therefore, the role of the teachers is to guide the students in designing a

system that facilitates effective perceptual performance.

2. Knowing that the Nervous System controls all body functions and
processes what do you think is its implication to the teaching-learning
process in the classroom?

- The brain begins to mature even before birth. Although it continues to mature
throughout most of life, the brain does not mature at the same rate in each
individual.This should not be surprising. After all, our bodies grow at different rates
we reach puberty at different ages and our emotional maturity at different times as
well. Why should our brains be any different?

Just because you have a classroom full of students who are about the same
age doesn't mean they are equally ready to learn a particular topic, concept, skill,
or idea. It is important for teachers and parents to understand that maturation of
the brain influences learning readiness. For teachers, this is especially important
when designing lessons and selecting which strategies to use.
 As a teacher, all children need to be challenged and nurtured in order to
profit from your instruction. Instruction that is above or below the maturity level of
a child's brain is not only inappropriate; it can also lead to behavior problems in
your classroom. Inappropriate behaviors such as avoidance, challenging authority
and aggression towards other students can be explained by a failure to match
instruction to the brain maturity of your students.

You should also know that all brain functions do not mature at the same rate.
A young child with highly advanced verbal skills may develop gross and fine motor
control more slowly and have trouble learning to write clearly. Another child may be
advanced physically but not know how to manage his/her social skills. Others may
be cognitively advanced but show emotional immaturity.

For all of these reasons, it is important to understand how our brains mature
as well as the differences that may be present at each stage of "normal"
development.

3. Discuss the implications of Biological-Psychology to Education especially

to the teacher-learner relationship.

Science can explain how the human organism learns.  There may be a few
details yet to be discovered, but we pretty much know now what’s going on
neurologically, physiologically and psychologically when a person learns knowledge
and skills.  It follows, that for optimal results, we should try to teach according to
how the brain learns naturally (Jensen 1998, Caine 1994).  Good teachers have
always taught in harmony with how the brain learns best, now we can all
understand why their methods work.  

  Humans evolved over a period of a few million years and have only been
around themselves for about 150,000 years.  During this time we evolved natural
ways of learning  namely, learning by doing and experiencing with the senses, the
emotions, the body and the mind learning in-context; which is basically the
traditional apprenticeship model.  Since the advent of writing 5000 years ago, and
especially since the industrial-technological revolution began 200 years ago,
education has become increasingly decontextualized. This means learning about
things outside of the context in which they naturally occur, i.e. from books and
blackboards and teachers talking about things; i.e. more abstract and less
concrete.  However, the way humans naturally learn and the biological mechanisms
and pathways of this natural learning have not changed because genetic evolution
doesn’t happen that fast.

     We can say that biological/physical adaptation does take place with individuals
who become truly literate and able to learn in a decontextualized manner because
neural networks are built in the brain to accommodate it, but these neural networks
are not passed on genetically to offspring.

     In spite of this increasingly decontextualized  form of education, good teachers

have always continued to teach in ways that the human brain naturally learns. Now
we have the science to explain why their methods work.  In addition, the
apprenticeship model is still around in many fields, and on-the-job training is the
norm rather than the exception in most areas of work..

     Thinking, learning & memory take place when information chemical molecules
bind to receptor site proteins on nerve cells forming neural networks or circuits
which then contain thoughts, memories, knowledge and skills.  But we don’t
know  yet how information is actually coded.  It takes place because neurons that
fire together wire together.  And it takes place throughout the entire body via
information chemicals called  neurotransmitters,  neuropeptides and hormones.

4. Discuss why conditioning is important in the teaching-learning process,

especially Discriminative Conditioning.

In order to change the behaviour of the pupils in the class room and to bring
desired change in their behaviours, conditioning is of immense importance. If a
child’s experiences in a certain classroom, while studying a certain subject with a
particular teacher are predominantly unpleasant the unpleasantness becomes
conditioned to the teacher, the subject and the classroom.

If this is repeated, the child will develop a dislike for the subject as well as
for the teacher. Hence, to check all these, suitable behavioural contingencies may
be used and atmosphere of recognition, acceptance, affection and esteem may help
the child in approaching the teacher and the subject with good will.

For instance, if a student is not serious in his studies, the teacher can control
his behaviour by using negative reinforcement such as showing his negligence for
the student by cristicising him in front of the whole class. On the other hand, a
student who is serious in his studies should be provided positive incentives such as
prize, medal, praise, smile etc. An interesting example is quoted here.

A student was having a transistor in classroom. The teacher neglected him

totally and he was induged in talking with other good students for a long time. The
teacher even did not look once to the naughty boy. After a long time the naughty
boy asked in the middle of conversation, Sir, till now you are receiving
assignments, I will also submit you. Thus, the important behaviours are
conditioned.

5. Discuss comprehensively Selye’s Syndrome.

 GAS is the three-stage process that describes the physiological changes the
body goes through when under stress. Hans SelyeTrusted Source, a medical doctor
and researcher, came up with the theory of GAS. During an experiment with lab
rats at McGill University in Montreal, he observed a series of physiological changes
in the rats after they were exposed to stressful events.

With additional research, Selye concluded that these changes were not an
isolated case, but rather the typical response to stress. Selye identified these
stages as alarm, resistance, and exhaustion. Understanding these different
responses and how they relate to each other may help you cope with stress.

General adaptation syndrome stages

1. Alarm reaction stage

The alarm reaction stage refers to the initial symptoms the body experiences
when under stress. You may be familiar with the “fight-or-flight” response, which is
a physiological response to stress. This natural reaction prepares you to either flee
or protect yourself in dangerous situations. Your heart rate increases, your adrenal
gland releases cortisol (a stress hormone), and you receive a boost of adrenaline,
which increases energy. This fight-or-flight response occurs in the alarm reaction
stage.

2. Resistance stage

After the initial shock of a stressful event and having a fight-or-flight

response, the body begins to repair itself. It releases a lower amount of cortisol,
and your heart rate and blood pressure begin to normalize. Although your body
enters this recovery phase, it remains on high alert for a while. If you overcome
stress and the situation is no longer an issue, your body continues to repair itself
until your hormone levels, heart rate, and blood pressure reach a pre-stress state.

Some stressful situations continue for extended periods of time. If you don’t
resolve the stress and your body remains on high alert, it eventually adapts and
learns how to live with a higher stress level. In this stage, the body goes through
changes that you’re unaware of in an attempt to cope with stress.

Your body continues to secrete the stress hormone and your blood pressure
remains elevated. You may think you’re managing stress well, but your body’s
physical response tells a different story. If the resistance stage continues for too
long of a period without pauses to offset the effects of stress, this can lead to the
exhaustion stage.

Signs of the resistance stage include:

  irritability
 frustration
 poor concentration
3. Exhaustion stage

This stage is the result of prolonged or chronic stress. Struggling with stress for
long periods can drain your physical, emotional, and mental resources to the point
where your body no longer has strength to fight stress. You may give up or feel
your situation is hopeless. Signs of exhaustion include:

 fatigue
 burnout
 depression
 anxiety
 decreased stress tolerance

The physical effects of this stage also weaken your immune system and put you
at risk for stress-related illnesses.

6. With the implementation of Inclusive Education, how will you deal with a student
whom you know from the parents that the child is mentally retarded.

In an inclusive classroom where everyone should be treated equally teachers

may consider the following:

1. SPEAK DIRECTLY
Use clear simple communications. Most people, whether or not they have a mental
health disability, appreciate it. If someone is having difficulty processing sounds or
information, as often occurs in psychiatric disorders, your message is more apt to
be clearly understood. Speak directly to the person; do not speak through a
companion or service provider.
2. OFFER TO SHAKE HANDS WHEN INTRODUCED
Always use the same good manners in interacting with a person who has a
psychiatric disability that you would use in meeting any other person. Shaking
hands is a uniformly acceptable and recognized signal of friendliness in American
culture. A lack of simple courtesy is unacceptable to most people, and tends to
make everyone uncomfortable.
3. MAKE EYE CONTACT AND BE AWARE OF BODY LANGUAGE
Like others, people with mental illness sense your discomfort. Look people in the
eye when speaking to them. Maintain a relaxed posture.
4. LISTEN ATTENTIVELY
If a person has difficulty speaking, or speaks in a manner that is difficult for you to
understand, listen carefully — then wait for them to finish speaking. If needed,
 clarify what they have said. Ask short questions that can be answered by a “yes” or
a “no” or by nodding the head. Never pretend to understand. Reflect what you have
heard, and let the person respond.
5. TREAT ADULTS AS ADULTS
Always use common courtesy. Do not assume familiarity by using the person’s first
name or by touching their shoulder or arm, unless you know the person well
enough to do so. Do not patronize, condescend, or threaten. Do not make decisions
for the person, or assume their preferences.
6. DO NOT GIVE UNSOLICITED ADVICE OR ASSISTANCE
If you offer any kind of assistance, wait until the offer is accepted. Then listen to
the person’s response and/or ask for suggestions or instructions. Do not panic or
summon an ambulance or the police if a person appears to be experiencing a
mental health crisis. Calmly ask the person how you can help.
7. DO NOT BLAME THE PERSON
A person who has a mental illness has a complex, biomedical condition that is
sometimes difficult to control, even with proper treatment. A person who is
experiencing a mental illness cannot “just shape up” or “pull himself up by the
bootstraps.” It is rule, insensitive, and ineffective to tell or expect the person to do
so.
8. QUESTIONS THE ACCURACY OF THE MEDIA STEREOTYPES OF MENTAL
ILLNESS
The movies and the media have sensationalized mental illness. In reality, despite
the overabundance of “psychotic killers” portrayed in movies and television, studies
have shown that people with mental illness are far more likely to be victims of
crime than to victimize others. Most people with mental illness never experience
symptoms which include violent behavior. As with the general public, about 1% -
5% of all people with mental illness are exceptionally easily provoked to violence.
(National Alliance for the Mentally Ill, 1990)
9. RELAX!
The most important thing to remember in interacting with people who have mental
health disabilities is to BE YOURSELF. Do not be embarrassed if you happen to use
common expressions that seem to relate to a mental health disability, such as “I’m
CRAZY about him” or “This job is driving me NUTS.” ASK the person how he feels
about what you have said. Chances are, you get a flippant remark and a laugh in
answer.
10. SEE THE PERSON
Beneath all the symptoms and behaviors someone with a mental illness may exhibit
is a PERSON who has many of the same wants, needs, dreams and desires as
anyone else. Don’t avoid people with mental health disabilities. If you are fearful or
uncomfortable, learn more about mental illness. Kindness, courtesy, and patience
usually smooth interactions with all kinds of people, including people who have a
mental health disability.

This is the Last and Greatest Commandment: Treat people with mental health
disabilities as you would wish to be treated yourself.

References:
https://newscenter.sdsu.edu/student_affairs/sds/tip-mental-health.aspx

https://www.webmd.com/parenting/baby/intellectual-disability-mental-retardation#1

https://www.healthline.com/health/general-adaptation-syndrome

https://www.britannica.com/science/conditioning

http://www.comfsm.fm/socscie/biolearn.htm