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Pay It Forward

1. Is this teacher effective? If so, what characteristics demonstrate effectiveness? If not, what could be done to improve effectiveness? Which characteristics indicate that the teacher is an “expert teacher”? Provide examples and make connections to your own experiences and course content. Yes, the teacher Mr. Simonet (Kevin Spacey) is an effective social studies teacher. His admiration to teach is very evident by being confident and not letting his scars from his burns hamper him from performing his work in teaching a group of 7th graders.

He is a very good example of a person who has great dedication and passion in his work. He showed to the students that if they put their mind to something and work at hard for it, they will accomplish it successfully. Mr. Simonet shows to be an expert teacher on the following situations: 1. The settings in which student’s learn – pairs, small groups, teams, classes, schools and the community. For example, he tells the students to go out and take an action on something that they want to change or improve by coordinating with the concerned individuals.

2. The goals and purposes of teaching. For example, he puts an emphasis on the statement that if one wants to achieve something, he must focus his mind to it and he will be able to achieve it. Nothing will happen if goals will just remain in mind, there has to be an action to be taken in order to attain it. 3. The curriculum materials and programs appropriate for their subject and grade level.

For example, he exerts his efforts in giving the students there own dictionaries for the students to look up words like, utopian, variegated, admirable, enigma, and quantum. 2. Comment on the developmental level of the students. Be sure to consider all aspects of development: physical, social, cognitive, moral, and identity. Relate this to course content, including theories and application. For example, what impact does cognitive development have on instruction and assessment?

The formal operational period is the fourth and final of the periods of cognitive development in Piaget’s Stages of Cognitive Development It shows that Trevor begins to think abstractly and is able to solve abstract problems, reason logically and draw conclusions from the information available, more scientific when it comes to thinking, and shows to develop concerns about social issues, and identity. For example, in Piaget’s formal operational stage of cognitive development, Trevor shows all three stages in his “pay it forward” idea.

Pay it forward concept is about doing a good deed for three people who must in turn do good deeds for three other people, creating a charitable pyramid scheme. Social development is showing changing overtime in way that we can relate to others, it shows in Trevor in many ways. It begins when Trevor tries to help a heroin addict (James Cavaziel) whom he brings home, lets him sleep in his garage, and gives him a little money to get his life together. He then tries to help his poorly recovering alcoholic mother Arlene McKinney (Helen Hunt). Lastly, he tries to stand up for his schoolmate who gets beat up after school on a daily basis.

Both Mr. Simonet and Trevor share the same problem of abusive father’s who beat their spouses, so they have common outlooks on life. Trevor fears for his mom, particularly because of his brutal alcoholic father (Jon Bon Jovi) who tries to move back in their home. Arlene also has mental anguish from her childhood with a homeless, alcoholic mother (Angie Dickinson). The origin of the good deed was traced back to its original source specifically Trevor, by a reporter (Jay Mohr) who received a brand new jaguar as a “pay it forward” gift when his car got totaled.

With this, I guess if someone does something good for you, always keep the circle going and continue to help three more people all in a different way. The moral and identity development of the students is when Mr. Simonet ask the students the question “What Does The World Mean To You? ” and gives them a chance to think about what the world means to them – by asking if they watch the news, or if they want to get pass the class, or get through the 7th grade – and tells them that one day, they will be free and they can do what they want in the world. However, the world will never be better unless they make a change.

In order for the children to start doing changes, he gives them an extra credit assignment that will last all year. The assignment is:”Think Of An Idea To Change Our World- And Put Into ACTION”. The students complained that the assignment is weird, hard, and strange, but Mr. Simonet motivated them by telling them that the realm of possibility lies within the students and they can do their assignment if they believe it is possible. According to Kohlberg’s Theory of Moral Development, development is shown in three ways (1) Pre-conventional, (2) Conventional, (3) Post-conventional.

For example, in pre-conventional, in the movie Mr. Simonet is the new teacher for 7th grade social studies, wherein the students were shock at first when they saw the burns on his face and neck. Secondly, conventional shows that being out in the real world will be more than what you’ve expected being an 11 year old child. The world has much to offer. In the classroom, being late is a form of disrespect to the teacher, fellow classmates, and the student himself. Lastly, Post-conventional is illustrated when Mr. Simonet ask, “what does the world to for you? ”, and Trevor (Haley Joel Osment) answered “Nothing’.

Mr. Simonet agreed with Trevor saying that they still have many things to learn like driving and voting. 3. What is the general impression conveyed by this movie in its depiction of teachers and students? What impact has this movie had on you as a future teacher? What behaviors would you like to model in your own classroom? Why would you want to model these behaviors or characteristics? Which behaviors would you avoid? I feel that Mr. Simonet is depicted as a caring, concerned, and dedicated teacher and wants his students to achieve their best by using their abilities.

Despite of being physically and emotionally scarred from the burns from his father at the age of 16, he still manage to perform his profession. The impact had a great impact on me. First, it encourages and motivates me to strive for my best and achieve my goals without letting anything hinder me. Next, if I were to become a teacher in the future, I will also be giving extra credit assignment at the beginning of the year and have it due at the end of the year. Just like what I’ve learned from him, I will let the students decide on what they wish to do as long as it falls under the curriculum of the class.

For instance, if I were to teach Intro Chemistry, I will try to find the hardest chemical equation to solve, and the components of what each chemical would do, and there reaction whether they be positive or negative. The students would then have all year to work on the project and state the conclusion at the end of year. If they can solve the equation with the right answer then, they get full credit, if not they would also get partial credit for their effort in trying to solve the problem. 4. Comment on motivational issues presented by teachers and students.

What aspects of motivation theories discussed in the text do you find in the movie? How might you resolve motivational issues of teachers and/or students? The motivation from Mr. Simonet towards the class and students was shown to be intrinsic motivation. This is evident when he gave them extra credit for doing their activity or assignment due at the end of the year. The extra credit was on the following assignment: “Think Of An Idea To Change Our World- And Put Into ACTION”. The movie shows the four general approaches to motivation done by Mr.

Simonet to his students. Specifically, his motivation is related to the Humanistic Approach to Motivation and Maslow’s Hierarchy of needs where he gives an emphasis on personal freedom, choice, self-determination, and personal growth. For example, the Humanistic approach to motivation is shown by Mr. Simonet when he motivated his students to realize what is on the outside world, to become global thinkers, and to analyze what the world means to them as students. Secondly, he used the Maslow’s hierarchy of self-actualization, which is fulfilling one’s potential.

For example, he motivated the students that’s it’s possible to do anything they want even if it’s a social studies class. I would not resolve any of these issues of motivation because I believe there is nothing wrong in the motivational approach of the teacher to the students. 5. Describe how individual differences of students are addressed in this classroom. For example: Do any students in the classroom have learning disabilities or other special needs? How do you know? What signs made you aware of those needs? Are there gifted students in this classroom?

How do you know? How are the needs of the students being met? None of the students have any learning disabilities or special needs in the classroom. All the students are especially bright in their own unique way. Further, all the students are gifted in their own special way; hence, there are no students who could be differentiated from the others as gifted and not gifted. 6. Describe an instance when the teacher used behavioral learning theory to handle a classroom problem, issue, or dilemma. What happened? What did the teacher do in this situation?

What did the student do? What was the result? What might each have done differently? Mr. Simonet uses observational learning which is associated with the behavioral learning theory. This theory uses four elements and each of the four elements is represented in the classroom. The four elements are: Attention, Retention, Reproduction, and Motivation. The element of Attention was demonstrated when one student was late on the first day of class and Mr. Simonet said being late for class on the first day isn’t good.

Secondly, the element of retention is shown when Mr. Simonet said that the student will attend his class on time everyday as he also report everyday to teach. Hence, everybody should report on class everyday and on time. Thirdly, the element of production was shown when the students came to class everyday and on time, as what Mr. Simonet did. Lastly, the element of motivation was illustrated when Mr. Simonet called out the late student in front of the class. What would be done differently is that, if the student came to class originally on time he should have avoided being in trouble. 7.

Describe an instance when the teacher used social cognitive learning theory to handle a classroom problem, issue, or dilemma. What happened? What did the teacher do in this situation? What did the student do? What was the result? What might each have done differently? The social cognitive learning theory was used when the other students stated what they are doing for their assignment. For example, one student want to make a website written in Chinese, so all the children in China at the same time would jump up and down. Mr. Simonet states so the earth would fall of its axis.

The other students laughed at the statement. Mr. Simonet and the others students might not have laughed at the assignment. 8. Describe the teacher’s use of cognitive psychology during teaching. Did the teacher use advance organizers? How was the information presented to the students? Did the teacher use any discovery learning? Were groups used to help discover important aspects or was the work done individually? How were the groups formed? Mr. Simonet stated the advance organizer was welcome to Social Studies, where you will learn about the world. The assignment was done on an individual bases by each student.

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