Unit 3 test

1

100

Bridge to Character- FOES

Fairness- commitment to justice Obligation- duty to a higher purpose empathy- deep concern to others Self-control- personal responsibility

200

6 Es

Example- present good examples of moral character Explanation- ask them to tell why something is right, or what is the right thing to do Exhortation- say things like, You can do this! Ethos- caring, show respect, moral environment Experience- give students the opportunity to serve inside and outside of the classroom Expectations of Excellence- expect that they can do it and tell them they can. culture/ environment of the classroom

300

Moral Behavior

Is all dependent on three decisions: What is the right thing to do? Whose responsibility is it to act? Personal commitment to carry out the moral behavior.

400

Empathy

develops into a deep concern for others

500

moral feeling

Conscience, self-esteem, empathy, loving the good, self-control, humility

2

100

induction

a strategy that helps children understand things through others point of view

200

moral courage

ego- strength: sticking up for what you believe in. stubbornness is a good thing

300

Sternberg

being intelligent isn't enough, you need to also be wise

400

Kohlbergs Stages of Moral Reasoning

children are developing and maturing, be in stage three by high school, some people never leave stage three

500

moral action

competence, will, habit

3

100

Sternberg and gardener

people CAN improve their intelligence

200

IQ

Intelligence Quotient 100 is average determines whether on not students are meeting their potential in school

300

modern views on intelligence vs. traditional views

traditional: everyone has a certain amount of intelligence and cannot exceed that. schooling helps them develop what they have Modern: we can improve our intelligence by developing our strengths and working on improving our weaknesses

400

difference between multiple intelligences and learning styles

multiple intelligences: talk about multiple different functions that each person has (everyone has all of them). there is not one specific way to learn bc everyone has multiple intelligences Learning styles: an excuse for poor teaching, make sure you are always using all of your skills to teach instead of focusing on a specific learning style

500

Gibbs

moral behavior comes as a result of right thinking and affective influences such as empathy working together.

4

100

with multiple intelligence, what do teachers need to consider when planning and teaching lessons?

*every child can function with all aspects of intelligence *individualize your teaching *pluralize your teaching *teach important material in multiple ways

200

Erikson (School Age) Stages of Man

Initiative versus guilt (preschool years): children are becoming more independent and start to make choices about what they want to pursue Industry versus inferiority (elementary years): development of self confidence, functioning outside of the family, when students start to develop the industry that they will have a lasting sense of competence Identity versus confusion (adolescence): start to ponder roles in society, make decisions regarding their jobs, attitudes, and relationships (teachers can offer them opportunities to try out adult roles)

300

self concept

Who am I? Teachers need to give kids a sense of belonging. Of membership. Younger kids will describe themselves with general personalities while older kids describe themselves by their talents or their relationships.

400

Self- Esteem

How do I feel about myself? Teachers need to make kids feel loved and wanted and valued. Younger kids will think very highly of themselves while older kids experience a drop in self esteem and think of themselves as how others view them.

500

Ego Identity

the conscious sense of self that we develop through social interaction. Our ego identity changes because of our experiences and what we acquire from interaction with other people. Erikson believed that a sense of competence motivates behaviors and actions.

5

200

Self- Efficacy

What am I good at? Teachers need to help kids to see what they can grow or improve on their work. Younger kids will say they are good at everything. They will either be good or bad no in between. Older kids views of what they are good at will go down as they age and experience things. They are more accurate

300

5 Big Personality dimensions

Openness- no close-mindedness, new concepts and ideas Conscientiousness: diligence, gets things done Extraversion- where energy comes from Agreeable- get along with people Neurotic- anxious, fearful, worry

400

moral knowing

Moral awareness, knowing moral values, perspective talking, moral reasoning, decision-making, self-knowledge

500

goal of Erikson's stages

The goal in his stages is to be competent in life. The person will feel mastery called ego strength, only if the problem is handled positively. The person will be inadequate if the problem is handled negatively. In each stage, there is conflict that results in a turning point in development