1. Analysis of Scene 3 Juvena, Ambrose, Shahmir, Shafaa, Sufiana& Stephanie

2. Problems identified

3. Problem Statement As teachers, we need to know how to motivate our students and create a conducive learning environment. We also need to know how to effectively cooperate with parents to help students learn.

4. Analysis: Maslow’s Hierarchy of Needs

5. Analysis: Bronfenbrenner’s Ecological Theory Understand the different factors that work together in forming a child’s self esteem and efficacy. Each layer affects a child’s development Conflict within any layer ripples throughout other layers

6. Based on Bronfenbrenner, U. 1979. The Ecology of Human Development. Cambridge: Harvard University Press.

7. Microsystem Direct interaction with social agents Parents – POOR. Peers – POOR. Teachers – POOR.

8. Mesosystem Connection between family and school experience Poor, almost non existent Teachers cannot reach parents Parents blame teachers for poor performance of their child Connections between family and peers experience Parents do not allow him to have free time for social interactions Jeremy has poor relationships with family at home, may cause him to have poor peer relationships too

9. Exosystem Jeremy’s mother: VP of listed company Jeremy’s father: CEO of MNC Parents have huge responsibilities at work Little or no time spent with Jeremy Parents have huge income Splurge on tuition and enrichment classes

10. Macrosystem Cultural context High socioeconomic status Parents highly educated Expect Jeremy to achieve academically

11. Analysis: Skinner’s Behavioral Theory Human behaviour is conditioned by learning and reinforcement. Effects of repercussions of behaviour can influence learning (change future behaviour). Behaviour that is reinforced (positively or negatively) would be repeated; behaviour that is punished would not be.

12. Examples of negative reinforcement When Jeremy offers an answer and gets it wrong, his group-mates call him stupid. Effects??? Later, when Mishatries to persuade Jeremy to contribute, he chooses to keep silent.

13. Analysis: Motivation Overall, school is not a pleasant experience for Jeremy, due to his peers and his teachers. Jeremy is ostracized in class. He feels alone. The classroom environment is not welcoming.

14. Analysis: Motivation His teacher (Ms Low) also makes matters worse by saying he does not know his responsibilities as a student and comparing him with other classmates. This could make him enjoy class less too.

15. Analysis: Motivation Jeremy’s parents overload him with extra classes/tuition but do not reward him. Because of this, he could be less motivated to put in effort in school and in tuition.

16. Analysis: Self-worth theory Low self-worth derived from lack of attention and affection from parents Perception that regardless of academic achievements, he will not receive recognition he deserves Remember! “Achievement behaviour to maintain self-worth” – Without much self-worth to start with, Jeremy is less inclined to achieve.

17. Analysis: Parenting Styles

18. Authoritarian Parenting High demand, low involvement Lack of interaction between Jeremy and his parents Busy parents Sees his maid more Constantly at enrichment classes Has a strict schedule No time for social activities Feelings of alienation

19. Authoritarian Parenting Negativity Expressivity When Jeremy does not do well, he is scolded and put down rather than given encouragement “What’s wrong with you? We spend so much money on you every month, sending you for tuition classes and all and this is what you get?” Jeremy EXPECTS to be scolded Detrimental as this affects the development of coping strategies

20. Authoritarian Parenting Parents are not involved in his school matters Seen in the first scene where the teacher is repeatedly unsuccessful in contacting his parents Distractions during the parent-teacher dialogue Strong correlation between parent involvement in school and child’s performance Greater parental involvement, higher academic achievement and greater interaction with peers.

21. Solutions Parents Enhance communication with school teachers Spend more quality time with Jeremy Provide positive reinforcement Teachers Make an effort to understand Jeremy’s troubles Encourage classroom cohesiveness Enable him to get along better with his peers too (Berk, L; Child Development 3rd Edition; 1994) Set good example for students to follow

22. THANK YOU!