Tutorials Part

 Tutorial ONE
  How a teacher can help become life long learners.
Teachers are playing very important role for helping students to become a life long learners. There are many methods that teachers can help their students to move in the direction of obtaining the attributes of a life long learner. Some of the attributes are as follow :

• Active investigator: You need to teach your students to initiate quetions about a particular topics. The students will needs to use a variety of methods to locate , collect, sort and record information. The last step would be to draw some sort of conclustion for the information obtained. To be an active investigator will help children to become life long learners.
• Critical Thinker: As a classroom you will need to help your students use a variety of stratagies to analyze and synthesize information. From the research they will need to judge the data to see if it is usefull for the question at hand. Becoming a critical thinker also will help.
• Self -Directed learner: You can help your student's by considering their learning styles, their prior knowledge, and their strengths,  and weaknesses. This will help your children  plan and organise their own thinking.
• Efective communicator: Your student will need to demonstrate and express one's feelings, thoughts, and ideas concerning a topic of investigation. Your student need to work in collaborative situations to help facilitate good communication. To be an effective communicator will help students to become a life long learners.
• And also the teachers can give advice,  help student's to know them that they can learn through observation, apply what you learn, to teach others, evaluate and reflect what you learn, by observing, through their own creativity so on.

  These attributes can best be developed if you give them learning experience that deal with real world scenarios. For instance, one problem to be solved could be how to help recycle items used at your school. Students could investigate, analyze , and propose corrective measures the school could do to recycle. And another real world problem could be designing and developing an outside garden area of your school. If your students repeate these type of experience through their life dhen it will show that they will move toward becoming lifelong learners.


In what ways do you think teaching has become more professional than it was in the past?
In my opinion, todays  teaching is more professional than it was in the past. This happen because of the new development in the world. In the past years, teaching has changed significantly. These changes have effected both the opportunities and the challenges of teaching, as well as the attitudes, knowledge, and skill needed to prepare for a teaching career.  The new trend  show that, in last decade there are more difference among students then there used to be. Diversity has made teaching more fulfilling as a career. Moreover, now increased more instructional technology, students nowadys use computers more often than in the past for research, writing, communicating, and keeping records. Technology has created new ways for student to learn. This tool increase the range of information available for  student. Another way that teaching become more professional is greater accountability in education, both the public and educators themselves pay more attention than in the past to how to assess learning and good quality teaching. attention increase because people now give more important of education to the public and improve education for some students lead to increase motivation. In addition to that, now more than ever, teacher are able to assess the quality of their own work as well as that, of colleagues and to take steps to improve it when necessary. Besides, now there are more student than in the past so demand for education increase. And they always learn at unique paces, show unique personalities, and learn in their own ways. Now teaching become more professional than it was in the past.

Tutorial TWO
Discuss operant conditioning and classical conditioning with regard to the following ;
Classical conditioning (Respondent conditioning);

A. Extinction: Extinction happen when the conditioned response and conditioned stimulus decrease or disappear. Or else when a conditioned stimulus is no longer paired with an unconditioned stimulus. For instance, if the smell of food (us) has been paired with a sound of a whistle (ucs) , it would eventually come to evoke the conditioned response of hungry. However, if (us) the smell of food were no longer paired with the conditioned stimulus ( the whistle), the (cr) hunger would disappear.

B. Discrimination: Discrimination is the ability to differentiate between a conditioned stimulus and  other stimuli that have not been paired with an unconditioned stimulus. For instance, if a bell tone were (ucs) , discrimination would involve being able to tell the difference between the bell tone and other similar sound. When this happen Psychologist say that, "Discrimination learning" has occured. That means the individual has learned to distinguish or respond differently to one stimulus than to another.

C. Generalization: Stimulus generalization is the tendency for the conditioned stimulus to evoke, similar responses after the response has been conditioned. For example, if a child has been conditioned to fear a stuffed white rabbit the child will exhibit fear of objects similar to conditioned stimulus. Psycologist call this process as Generalization. For instance, in some case in generalization also the both can occur as positive and negetive generalization. In that situation teacher should have to teach clearly and their responsibility is to make classroom pleasant place to be.

Operant conditioning;

A. Extinction: In both respondent and operant conditioning, extinction refers to the disappearence of "something". The elimination of the behavior by stopping reinforcement of the behavior. For example, a rat who received food when pressing the bar, receives food no longer , will gradually decrease the amount of lever presses until the rat eventually stops lever pressing. In respondent conditioning , what disappears is associated between the conditioned stimulus (cs) and the conditioned response (cr).

B. Discrimination: In both conditioning, discrimination means learning not to generalise. Learning that a behavior will be rewarded in one situation but not another. In operant conditioning this means that what is not being over generalized in the operant behavior. For instance, the rat does not receive food from the second lever and realizes that by pressing the first lever only, he will receive food.

C. Generalization: In generalization, a behavior may be performed in more than one situation. For instance, the rat who receive food by pressing one lever, may press a second lever in the cage in hopes that it will receive foods. In operant conditioning, the extra conditioning is to behaviours similar to the original operant. Generalized is a behavior not a knowledge or skills.

By providing examples explain how the following two theories apply to the classroom;

A. Operant conditioning : Operant conditioning encourage positive reinforcement, which can apply to the classroom enviroment to get the good behavior. But this can use for both positive and negative reinforcement. For instance, during the lesson time most of the student remain quiet and listening what talk about in the class. And whenever they have doute they ask from the teacher. Sometimes if a teacher ask question from a students then they may answer. If, they give correct answer the teacher may say "Great effort", Well done, Verygood," Your very near to answer come on you can every one please help him/ her", Excellen work, so on. As a result of that the students will feel pleased with themselves after getting such a positive response. So students are likely to behave well during the lesson time from here onwards in that teacher period.

B. Classical conditioning :  classical conditioning is called the respondent conditioning. It is based on the work of Russian Psychologist Ivan Pavlov. This learning theory was the first type of learning to be discovered and studied with in the behaviorist tradition. It involve naturally occuring association between stimulus and response. This apply to the classroom as well because of its influence on emotions. For instance, If a teacher play a music in a classroom while they are working in an individual. Then student start talking  about each other. During conditioning when student see that teacher they will listen music in their class and start talking each other. After conditioning without music even seeing that teacher student will start talking.

Tutorial THREE 

By providing examples explain how Maslows Hierarchy of needs relates to a student's motivation to study well.

Maslow’s Hierarchy of Needs describes the basic needs that all human beings have and organizes those needs into five categories. Each of those categories of need is placed in the hierarchy; if the most basic need is not met, then Maslow’s theory proposes that none of the needs higher up in the hierarchy can be met.

The five categories of Maslow’s Hierarchy are organized as following (from lowest level to highest level):

• ·         Physiological: These needs are the most basic related to a person’s survival. They consist of breathing, food, water, sleep, excretion, sex, clothing and shelter. Without most of these things, a body cannot physically function.
• ·         Safety: A person’s safety needs can relate to several factors in their life, such as health, financial, physical and emotional security.
• ·         Love/Belonging: These are the social needs of people, often seen as the need to belong whether it be in the category of friendship, intimacy and/or family.
• ·         Esteem: Each person has a need to feel respected and have a sense of self-esteem. This is also maintained by feeling a sense of accomplishment or achievement.
• ·         Self-Actualization: This describes a person’s need to achieve what he believes he is meant to achieve; to meet this need is to reach one’s potential. This need, unlike the others, can never by fully met as it evolves as a person develops psychology.                                                                                               Being aware of Maslow’s Hierarchy is in the best interests of both the teacher and the students. According to this theory deficit needs are prior to being needs, not in the sence of happening earlier in life, but in that deficit need must be satisfied before being need can be addressed. for inctance, a student who is not getting enough to eat is not going to feel much interest in learning. Moreover, once psycological need met then student feel more important to have safety and security needs. For example a child from an abusive family, he or she may be getting enough to eat but may worry chronically about personal safety. Those student appreciate safety in their classroom they axccept that way. After these needs student need loves as well. this also very important ingredient for them to learn better. for example if student did not get enough love from family and friends. then they are not concentrating for studies they are always be alone and think about that, so can't concentarte for studies.                                                                                         A teacher should use her knowledge of the hierarchy to structure both the lesson plan and the classroom environment; ideally, the classroom would meet as many of the needs of students as possible, especially the safety, belonging and esteem needs. This of course assumes the physiological needs of the student have been met beforehand. However, if the psychological needs have not been met then the teacher has a basis to understand that the student would not be able to focus on learning. A teacher would then be aware of the necessity to make arrangements to help that student in whatever way is needed. Students are happiest and will work best if their needs are being met, so as a teacher it is vital to know what these needs are and how to go about meeting them. 

Explain why Morality is a concern for students at school. Provide examples.
Moral development is the process throught which children develop proper attitudes and behaviors toward other people in society, based on social and cultural norms, rules, and law.Moral development is a concern for every parent. Teaching a child to distinguish right from wrong and to behave accordingly is a goal of parenting.Moral development is a complex issue that since the beginning of human civilization has been a topic of discussion among some of the world's most distinguished psychologists, theologians, and culture theorists. It was not studied scientifically until the late 1950s.Jean Piaget, a Swiss psychologist, explored how children developed moral reasoning. He rejected the idea that children learn and internalize the rules and morals of society by being given the rules and forced to adhere to them. Through his research on how children formed their judgments about moral behavior, he recognized that children learn morality best by having to deal with others in groups. He reasoned that there was a process by which children conform to society's norms of what is right and wrong, and that the process was active rather than passive.

Piaget found two main differences in how children thought about moral behavior. Very young children's thinking is based on how actions affected them or what the results of an action were. For example, young children will say that when trying to reach a forbidden cookies  breaking 10 cups is worse than breaking one. They also recognize the sancitity of rules. For example, they understand that they cannot make up new rules to a game; they have to play by what the rule book says or what is commonly known to be the rules. Piaget called this "moral realism with objective responsibility." It explains why young children are concerned with outcomes rather than intentions.
Older children look at motives behind actions rather than consequences of actions. They are also able to examine rules, determining whether they are fair or not, and apply these rules and their modifications to situations requiring negotiation, assuring that everyone affected by the rules is treated fairly. Piaget felt that the best moral learning came from these cooperative decision-making and problem-solving events. He also believed that children developed moral reasoning quickly and at an early age.