On the other hand, if a psychologist would take a behavioral approach, which focuses on behavioral responses, followed by enjoyable consequences being enforced or strengthened. He might believe that Jake has not done well on his first exam and has not received the positive consequence of success, which made him feel anxious instead of happy. He would probably tell Jake to study and then take practice tests until he succeeds in all of the possible questions, so studying will bring about success and favorable consequences, reinforcing good study habits. Another psychologist who takes a cognitive approach, which focuses on how people remember, store, and use information, might suggest that Jake’s study habits need to be reevaluated. Jake may need to take a different approach to studying in order to remember and apply information learned correctly.
Payne stated that students should learn the “hidden rules” of the middle class from their educators so that they have another set of rules to use if they choose to do so. Impoverished students, compared to students of middle or upper class, often have a lack of proper funding, thus, a lack of appropriate resources to use in their education. Due to this, they are often unprepared for school, not having the money to purchase books and other educational tools. Both authors realize this, but argue that the responsibility lies on different shoulders. Payne states that impoverished students face inequality at school, insinuating that the school should be responsible for helping to provide for these students so that they can have a better education.
The cognitive aspect would stress on how Jake could react and process his triggers. They would explain his behavior, how he behaved and reacted to situations that triggered his anxieties. How does he problem solve, reason, etc. His anxiety was being caused by his thoughts, his fear of failure. It would stress that he needed to examine what he is feeling and how to use those feelings in a positive way.
2). Instead of searching for a better educational environment, students look for better tests numbers. Lang Wood goes on by stating “Students can easily become discouraged and negative about education in general, which affects their learning ability” (par. 2). In addition to what Lang Wood believes, Stephens claims, students who are taking the test suffer from stress in result of worrying about passing it.
Nothing is more academically degrading than social promotion. According to the experts quoted in the prompt, the advancement of intellectually inadequate students has become a general custom for the greater good of the child’s self-esteem. Social promotion is unethical and should be applied appropriately. This kind of social promotion has caused many students to struggle with the enhanced work that they are given. Their inability to comprehend can possibly lead to stress and frustration thus developing behavioural issues.
Abstract This research paper recognizes Cogitative Behavioral Therapy as one of the major schools of psychological therapy. According to Dr Greg Mulhauser (2011), CBT assist clients experiencing psychological distress to uncover and modify perceptions leading to various distress disorders. CBT brings awareness to surface allowing clients to link various events causing their life’s downward spiral. While treatment surfaces awareness aids in the process of preventing relapses clients not interested in receiving court-ordered treatment, CBT and Reality Therapy provides them with tools to make valid decisions. Treatments utilized by counseling professionals such as CBT allows clients to be aware of various events causing their life’s spiral; uninterested clients with court-ordered treatment must make a valid decision for their success while rationalizing personal biases of treatment.
Students need structure. Structure in the classroom will cause self motivation in students. Also, students don't like being held accountable for their actions. Having to talk to students about why they didn't finish their assignments will motivate them to do their work. Most students try to avoid being lectured or get in trouble for something they can avoid.
This is yet another factor to be taken into consideration when assessing the reasons as to why it is only natural for laymen to accede to how they are expected to live. In the Milgram experiment, we see a similar relationship being formed between the teacher and the subject, only on a smaller scale and in a slightly different context. When the subject takes notice of the fact that he is inflicting serious pain upon the learner, he attempts to resist authority by claiming that he is no longer willing to participate in the experiment, as it violates his moral code. In Chapter 5 of Obedience to Authority, this concept is exhibited in many dialogues between the experimenter and subject. “Subject: Well, that’s your opinion.
I find it rather scary, something that makes you truly think on it, as well as a little sad at the same time. The basic functions were written to involve everything from giving the children boring material, make the children all be alike one another as opposed to being individuals, determine what a students' role in society is, keeping them level grounded as opposed to going higher in life to be their best, selection of the better ones and humiliate the weaker with bad grades and the like, and even so much as having "chosen ones" that will excel to learn management and leadership skills, unlike the others, and rein over the oppressed
Standardized testing has been the reason behind many of the negative effects on students that educational theorist John Holt describes, like a student rarely being able to get through school “with much left of his curiosity, his independence, or his sense of his own dignity, competence, and worth.” For example, in regards to curiosity, testing stifles this by forcing students to only study for the content on tests and not encouraging them to explore and find subjects that they are interested in. Because the content of these types of tests rarely interests students, students may do well on them by memorizing facts, but they do not often truly learn the content. Both by failing to offer subjects that may appeal to students and by not presenting given subjects in a way conducive to learning, schools are harming individuality in favor of needless