2. Andy is an 11 year old boy
Hates Science and always fails his Science
test
Teacher has low expectations and shouts
at him
Low self- worth
Teacher does not engage students in
lessons
At home, he lacks self-discipline and is not
able to focus
Scenario 1
Soccer,
computer
, play.
Soccer,
computer
, play.

3. S
T
U
D
E
N
T
T
E
A
C
H
E
R
Teacher’s
Pedagogical
Methods
“Look at the number
of stars…” boasted
Bee Chu.
“Repeat after me..
Cloud becomes
rain…”
Teacher’s tone of
saying “Copy the
diagram… No time.”
Teacher shows
no empathy/
Classroom
Management
“Both of you shut
your mouths up!”
teacher scolded
Ahmad and Bee Chu.
“As expected, Andy,
you failed the test!”
(Teacher talking to
Andy)
“Where is your
brain?”
"I spent so much time
learning… but I couldn't
remember anything... " (Andy
talking to his guy friends)
Distracted by TV.
Recited to himself
but mind wandering.
“I’m not good in
Science..” Andy
talking to Bee Chu.
Slouching while
studying.
Trying hard to
memorize when the
phone rang.
He sat down, opened
his textbook and
started mumbling to
himself.

4. ““As teachers, it is important to beAs teachers, it is important to be
proficient in their pedagogical methods,proficient in their pedagogical methods,
understanding how it impacts the students'understanding how it impacts the students'
learning and be sensitive to the needs andlearning and be sensitive to the needs and
feelings of students.”feelings of students.”

5. Teacher’s
Pedagogical
Methods
“Look at the number
of stars…” boasted
Bee Chu.
“Repeat after me..
Cloud becomes
rain…”
Teacher’s tone of
saying “Copy the
diagram… No time.”
Teacher shows
no empathy/
Classroom
Management
“Both of you shut
your mouths up!”
teacher scolded
Ahmad and Bee Chu.
“As expected, Andy,
you failed the test!”
(Teacher talking to
Andy)
“Where is your
brain?”
T
E
A
C
H
E
R

6. Questions :
 How does a negative remark by the teacher affect a student?
 How can a teacher pacify and encourage a student who has
recently failed a test?
Supporting Evidence:
“Where is your
brain?”
“Both of you
shut your
mouths up!”
“As expected,
Andy, you failed
the test!”
Teacher threw
his book into
his face.
Problem 1: Not sensitive to the feelings ofProblem 1: Not sensitive to the feelings of
studentsstudents

7. Solution
~ Skit ~
Solution
~ Skit ~
Problem 1: Not sensitive to the feelings ofProblem 1: Not sensitive to the feelings of
studentsstudents

8. Problem 1: Not sensitive to the feelings ofProblem 1: Not sensitive to the feelings of
studentsstudents
Teacher
To be Sensitive Theory Definition
Uses motivational
words; have
expectations for Andy
Victor Vroom:
Expectancy x Value
Theory
Motivation = Expectation x Value
Uses positive
attribution statement
Bernard Werner:
Attribution Theory
Cognitive theory of motivation
that attempts to systematically
describe learners’ beliefs about
the causes of their successes and
failures and how these beliefs
influence motivation to learn.
Solution:Solution:
Andy will feel:
 Encouraged
 Motivated to improve
 Less conscious of his classmates
Result:Result:

9. Questions:
 How does excessive extrinsic motivation or rewards shape
the character of the commended student?
 How does this also affect the morale of other students who
are not praised? Jealousy? Unmotivated? Demoralized?
Supporting Evidence:
“Look at the number of stars…” boasted Bee Chu.
Situation:
Bee Chu: Always gets full marks  Boastful, proud
Andy: Despondent, envy Bee Chu  Develop incompetent mentality
Problem 2: Rewards (extrinsic motivation)Problem 2: Rewards (extrinsic motivation)
and punishment systemand punishment system

10. Problem 2: Rewards (extrinsic motivation)Problem 2: Rewards (extrinsic motivation)
and punishment systemand punishment systemTeacher
Fair system Theory Definition
Be sensitive to other
student’s feelings
how they feel when
teacher praise only
one student
Skinner’s Operant
Conditioning
A form of learning in which an
observable response changes in
frequency or duration as a
result of a consequence.Provide positive
reinforcement to
those students who
have put in effort.
Solution:Solution:
Well Done!Well Done!

11. Questions :
 How do students learn?
 What is an effective teaching method? Role play?
 How can the teacher teach this topic in a meaningful and
engaging manner?
Supporting Evidence:
“Repeat after me..
Cloud becomes
rain…”
Teacher’s tone of saying
“Copy the diagram… No
time.”
Problem 3: Teaching StyleProblem 3: Teaching Style

12. Problem 3: Teaching StyleProblem 3: Teaching Style
Information Processing:Information Processing:
Verbal Linguistic
Capacity to use language to express
yourself and to understand other people.
Logical Mathematical
Ability to understand the
underlying principles of some
kind of casual system.
Visual Spatial
Ability to present the spatial
world internally in your mind.
Musical Rhythmic
Capacity to think in music, to be able to
hear patterns, recognize them and
manipulate them.
Bodily Kinesthetic
Capacity to use your whole or parts of
your body to solve problem, make
something or put on a production.
Naturalist
Ability to discriminate among living
things as well as sensitivity to other
features of the natural world.
Intrapersonal
Having an understanding of
yourself, of knowing who you
are, what you can do, etc.
Interpersonal
Ability to understand other people.
Multiple
Intelligences

13. Teacher
Considerations Theory Definition
Consider students’
learning styles when
planning for a lesson.
Information Processing
Howard Gardner:
Multiple Intelligences
Theory
8 multiple intelligences
Engage students in
learning (Role play,
Group work,
Meaningful learning)
Albert Bandura: Social-
Cognitive Approach
Social origin of behaviour and
cognitive thought process that
influence human behaviour and
functioning.
Provide scaffolds to
help students achieve
tasks which cannot be
completed
independently.
Vygotsky: Zone of
Proximal Development
(ZPD) Theory
A range of tasks that an individual
cannot yet do alone, but can
accomplished when assisted by
the guidance of others.
Types of Instructional Scaffolding
1. Modeling 2. Think aloud 3. Questions 4. Adapting instructional materials
5. Prompts and Cues
Problem 3: Teaching StyleProblem 3: Teaching Style
Solution:Solution:

14. ConclusionConclusion
Role Development Influence
Responsibility Sensitive
TrustKnowledge
““As teachers, it is important to be proficient inAs teachers, it is important to be proficient in
their pedagogical methods, understanding how ittheir pedagogical methods, understanding how it
impacts the students' learning and be sensitive toimpacts the students' learning and be sensitive to
the needs and feelings of students.”the needs and feelings of students.”
Diversity

15. 1. Armstrong, T. (n.d.). Multiple intelligences. Retrieved November 13, 2010, from
http://www.thomasarmstrong.com/multiple_intelligences.php
2. Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classrooms (8th
ed.).
New Jersey: Pearson.
3. Information Processing. (n.d.). Retrieved November 10, 2010, from
http://en.wikipedia.org/wiki/Information_processing
4. Kearsley, G. (n.d.). The theory into practice database. Retrieved November 11, 2010, from
http://tip.psychology.org/piaget.html
5. Kearsley, G. (n.d.). The theory into practice database. Retrieved November 11, 2010,
from http://tip.psychology.org/thorn.html
6. Lev Vygotsky. (n.d.). Retrieved October 12, 2010, from
http://en.wikipedia.org/wiki/Lev_Vygotsky
7. Santrock, J. W. (2009). Educational Psychology (4th ed.) (McGraw-Hill International Edition).
Boston: McGraw-Hill.
8. Tan, O. S., Parsons, R. D., Hinson, S. L., & Sardo-Brown, D. (2011). Educational Psychology: A
practitioner-researcher approach. An Asian Edition (2nd
ed). Singapore: Thomson.
9. Zone of proximal development. (n.d.). Retrieved October 12, 2010, from
http://en.wikipedia.org/wiki/Zone_of_proximal_development
ReferencesReferences

16. Muhammad A’srie Bin Che Ali
Al Juffri Bin Mahmod
Lim Kian Wah
Tay Shu Xia Cassandra