1. A proud compilation by
Shiela
Muzaiyanah
Azira
Nurathirah
Nadiah
DED100
Educational Psychology I: Theories and Applications for Learning and Teaching

2. Synopsis of Case Study
ANDY
Andy is a Primary 5 student with low self esteem and low motivation who is not doing
well in Science. He dreads Science lesson as his teacher, Ms Wong always puts him
down. Andy also feels pressured because his classmates do much better than him
academically. He was compelled into a condition we call ‘learned helplessness’.
MS WONG
Ms Wong’s teaching style is rigid, and mostly suited for an auditory learner as she hardly
uses visual aids and does not conduct any activity for them to learn by doing. She also
uses harsh language with her students and shows favouritism towards students who gets
better grades. She does not conduct remediation for pupils with learning difficulties.
Although Andy spent a lot of time studying for his Science test, Andy failed. Ms Wong
reprimanded Andy in class and embarrassed him by exclaiming that he had, “failed
again”. Andy felt very depressed and became very unmotivated to study. He felt that his
efforts were wasted and felt that it would be better off if he had not even bothered
studying for the test. By this time, he had lost confidence of himself and was totally
disengaged from the subject.
In the next slide, we
have identified and
picked out some
prominent problems
from the case study.

3. Teacher
practices
favouritism
result
oriented
teacher do not
intervene or
remediate to
help pupil
doesn’t
scaffold
learning
uses verbal
abuse/humiliation
doesn’t role
model good
behaviour
monotonous
tone during
teaching /
doesn’t check
for
understanding
uses
inappropriate
language and
sarcasm
Counselling skills
Teaching pedagogies
Piaget’s theory
-According to theory,
student’s cognitive
development is
gradual: requires a
solid foundation and
proper scaffolding
Types of learners
-teacher’s teaching
style not catered to
all kinds of learners
Choose instructional
media based on
-Appropriateness
- Suitability
- Visual design
- Practicality
(Quek Choon Lang,
Angela Wong, Tay May
Yin)
Problems Identified:
In the gist, the teacher
had rigid instructional
methods that could not
cater to the diverse
range of learners in her
class, such as Andy.

4. Pupil:
Andy
lack of self-
esteem /
confidence
lack of
interest in
subject due
to teacher
easily
distracted
Types of motivation
- intrinsic
- extrinsic
Kohlberg’s moral
cognition theory
Maslow’s hierarchy of
needs
Poor student-teacher
relationship
Problems Identified:
In conclusion, Andy
has developed poor
self-esteem and had
lost confidence and
interest in the subject.

5. Brof’s theory
-Based on theory, levels of interaction in
class has to be improved
Community->School->Family->Individual
Environment
unhealthy
competition
in class
peer pressure
negative
social
space
unsupportive and
incondusive
learning
environment
Educational Psychology of inclusion
-Teacher needs to promote social and
academic inclusion via various strategies
e.g.i ndividual counselling,
peer tutoring,
individualised goal-setting
Maslow’s hierarchy of needs
- According to Maslow (1968), only when basic
needs are met can an individual become
motivated to take risks, learn and attain full
potential.
-Based on Maslow’s theory, when the need for
esteem is satisfied, one will feel confident and
valuable; otherwise, a person tends to feel
inferior, weak, helpless and worthless.
William Glasser
-Based on theory, human character is
always directed to satisfy one of these
five basic needs
e.g. sense of belonging and being loved
We have also
identified some
problems in
Andy’s learning
environment.
Next, we shall
diagnose the
problems
identified.
Problems Identified:

6. Problems Questions
A lack of instructional expertise.
She does not plan activities that facilitate learning.
Pedagogical content knowledge:
She does not teach effectively to present information in a way
that the students can understand.
Role as a counsellor
She did not assist students with their problems through
availability, approachability, listening and problem solving.
She did not execute proper intervention when her students
were quarrelling.
Role as a teacher
Miss Wong also does not build rapport with her students as
she is very result-oriented.
Andy felt shameful and doubted himself. He had little
motivation to succeed and felt that no amount of effort could
lead to success.
Andy got disengaged from the lesson and he developed
negative preconceived notion on the subject.
What are some strategies that she can
adopt to facilitate learning of learners
with diverse needs?
What can she do to be more approachable
and available to her students?
What should she have done to intervene
and remediate the situation?
What are the ways that she can build rapport
with her students? Why is it important to
establish a positive healthy student teacher
relationship?
What can the teacher do to motivate
Andy to learn?
What can she do to rebuild up his confidence
and recapture his attention towards the
subject?
Diagnosing the problems
Based on the
problems
identified, these
were the questions
that surfaced.

7. 2) Student’s ability to learn concepts is
dependent on teacher’s instructional and
counselling competence.
1) Student’s self esteem affects his/her
motivation to learn.
Problem Statements
Based on our diagnosis of the problems on the earlier slides,
we have formulated these concluding statements:

8. 1) A student with high self esteem is more
motivated to learn as compared to a student with
low self esteem.
Hypothesis
Based on our problem statements, we have formulated these
statements of hypothesis:
2) A teacher with instructional and counselling
competence will increase student’s ability to grasp
and understand concepts.

9. Next ,
We will analyse the problems
and formulate appropriate solutions
based on relevant theories.
analyse the problems
formulate appropriate solutions
theories.

10. Analysing the problems
To conduct a more effective lesson,
2) The teacher needs to build her pedagogical repertoire of
engaging students into her lesson.
3) The teacher needs to systematically scaffold students’
learning through the different strategies and activities.
1st Problem:
The teacher has a lack of instructional expertise and
lacks good pedagogical content knowledge.
Solutions:
1)The teacher needs to employ a more systematic approach
to instructional planning of her lesson.

11. Solution 1
The teacher needs to employ a more systematic
approach to instructional planning of her lesson.
• No proper introduction
• No scaffolding
Thus, Andy was not able to grasp concepts and was
not meaningfully engaged in the lesson.
An effective lesson should contain proper:
1) Introduction
2) Development
3) Conclusion
Let’s go in depth
into effective
lesson planning
strategies.

12. 1) Introduction
2) Development
-Presenting info with examples
-Practice and feedback
3) Conclusion
-Summarising
-Helps to motivate students
-Inform students of objectives
-Help students recall prerequisites
Structure of an effective lesson:

13. Solutions 2 & 3
The teacher needs to build her pedagogical
repertoire of engaging students into her lesson.
To engage and help Andy learn better, these
are some strategies the teacher can adopt:
1) Questioning
2) Scaffolding
3) Reflection
The teacher needs to systematically scaffold
students’ learning through the different
strategies and activities.

14. 1) Questioning
2) Scaffolding
3) Reflection
•reflective prompts and deep reasoning
prompts
•Students’ learning is supported in various
ways
Strategies:
Now, let’s analyse
the next few
problems. Muz
will take you
through them.

15. 2nd Problem:
Teacher did not execute proper
intervention when her students were
quarreling and instead used harsh language
to get them to settle down.
That is so rude of
you Andy!
Both of you, shut
your mouths up!
Solution
- Establish rules and regulations
- Apply proper intervention to
emphasize appropriate
behaviour rather than simply to
suppress misbehaviour

16. ‘I do not accept that
behaviour. Do that again and I
will deduct points from your
group.’
• Establish rules and regulations
- clear, concrete and understood by
everyone
• Apply proper intervention
- Propose negative consequences for
misbehaviour
-Mind the usage of language; be assertive
- Student must know his/her mistakes
- Help student refocus and engage in
positive behaviour; employ positive
reinforcement once students demonstrate
rule-appropriate behaviour
Solution

17. 3rd Problem:
Andy felt shameful and doubted himself. He
had little motivation to succeed and felt
that no amount of effort could lead to
success.
I spent so much time learning the
water cycle but I couldn’t remember
anything when I sat for the test. Even
though I know the different states of
matter, I don’t even know what Ms
Wong is asking for … Aiyah, I should
have played soccer with you guys
huh, after all, I still failed!
Solution
- Offer extrinsic motivation
-Guide him in an individualised
goal setting
-Allow him to taste bite sized
successess

18. • Teacher to offer extrinsic motivation to Andy
- words of encouragement
- positive feedback when Andy shows interest in subject
• Termly goal-setting
- Individualised goal-setting
- Andy would not feel discouraged if he does not as well
as his peers
- gives Andy the opportunity to motivate himself
intrinsically
• Provide remediation for Andy
- decrease task difficulty for him in class
- builds up his confidence on subject
Solution

19. 4th Problem:
Teacher does not establish good rapport
with her students; she is very result-
oriented.
Solution
- Teacher should build rapport with her students
- A good student-teacher relationship will have a positive
influence on a child’s cognitive development
- Teacher should show positive attitude
- Teacher should use strategies to build rapport with students
emotionally at a class and at personal level
Gail Godwin
Good teaching is one-fourth preparation and
three-fourths theatre.

20. Teacher to show positive attitude through:
Words
•Should reflect that she respects them and
she is concerned about their learning
• Use sincere, positive words as motivation
Behaviour
• Listen to them
• Show sincere
interest in their
progress
• Being able to read
their moods-
whether they have a
problem
Body Language
• Entering class with a smile
• Have eye contact with pupils to show that
they matter
• Be energetic and show enthusiasm in
actions
Solution

21. Strategies for building rapport in learning environment:
Games
• incorporate games into
lessons
- leave students to
wanting more
Know their personality
• Get them to list down
something about
themselves
Journal writing / Emails
/ Blogging
Teacher could
encourage students to
write to her about what
they have learnt
- gives student space
and privacy to
communicate with
teacher
Set an appointment
• Teacher could make it a
point to meet up with a
few students every week
- could be done during
recess; have a meal with
them
- ask about their well-
being; whether they are
facing any problems in the
subject etc
• appointment should not
be entirely serious
Solution

22. Andy was disengaged from the lessonand he
developed preconceived notionon the subject.
The teacher needs to:
-revisehermethodsoflessondelivery
-amendherclassroomcommunicationapproach.

23. •Pace of instruction may be too fast or too
slow
•Lack of understanding about content area
•Insufficient background information on
material
•Conceptual complexity and density of ideas
may be overwhelmingTaken from:
http://academic.evergreen.edu/f/fordter/Contentlit/disengagementfactors.htm
•Lack of self efficacy
•Peer pressure

24. According to Maslow’s hierachy of needs, personal needs must be fulfilled before
the students are motivated to learn and be engaged in classroom activities.
Inability to accomplish a task
Decreases student’s self esteem
& increases negative peer
pressure
Student is unmotivated to
learn and is disengaged in
classroom activities

25. 5) Giving feedback
1) Providing the lesson objectives at the
start of the lesson
2) Demonstrating the knowledge accurately
3) Providing guided practice
4) Checking for understanding/ mastery

26. •State lesson objectives
•Review student’s prior knowledge
•Narrate lesson overview
•Capture student’s attention

27. The teacher ought to acquire thorough mastery of the
knowledge before demonstrating it in class.
The teacher should provide appropriate practice for
each knowledge bit by structuring it in a meaningful
way, especially in the first few practices.
This is to ensure that pupils are able to understand
the skill/ knowledge.

28. Cognitive domain
Learning outcomes in this domain specify the thinking processes
required by students.
Affective domain
Learning outcomes in this domain specify degree of
commitment or emotional intensity required by students.
Psychomotor domain
Learning outcomes in this domain specify the range of simple
reflex actions to complex actions which communicate a message
to others.

29. The teacher should plan intervals within the lesson to check for
understanding before moving on to the next part.
She should help the student to put all the various parts together in a
coherent whole.
Feedbacks should be given:
-Immediately after practice
-Behaviour oriented
-Praising the correct performance
-Specific to task

30. Andy developed negative preconceived notion of the lesson due to the way he was
reprimanded and humiliated in front of the class, a few days before.
Ms Wong used the aggressive style of communication to deal with the conflict.
1) Instead of sending such insulting messages across, she could have tried
to understand where Andy was coming from and be more
approachable.
The teacher screamed and yelled at the child, because he was unable to
understand a concept taught induced repugnance in the child, towards
the lesson put a halt to his interest in the subject
2) Fathom the reason for Andy’s inability to grasp the concept that was
taught.

31. 6th Problem:
Teacher’s role as a counsellor
She did not assist students with their problems
through availability, approachability, listening
and problem solving.
Solution:
She should commit to students both as people and
as learners.

32. Based on Humanistic Views of Motivation,
understanding human’s motivation requires an
understanding of the behaviour, thoughts and
feelings.
Conditional regards such as expectation of high grades in class
Hindrance to personal growth due to lack of self-esteem
Students will be less motivated to learn and be interested in
the subject.

33. Teacher’s commitment to students as people and learners
Teacher adopts unconditional positive regard
Students feel unconditionally accepted by teacher
Increases students’ self esteem
Students are more interested in the subject and be more motivated
to learn

34. Teacher can commit to students both as people and
learners through her availability for communication
•The teacher should not assume that Andy’s lack of
understanding of the Science concepts means that he is lazy.
•Instead, she should have a talk with Andy to understand
why he is having problems with Science.
•She should also inform other students that she is available
if they need someone to talk to.

35. Summary: Problems and Solutions
Problems Solutions
A lack of instructional expertise.
She does not plan activities that facilitate learning.
Pedagogical content knowledge:
She does not teach effectively to present
information in a way that the students can
understand.
1) The teacher needs to employ a
more systematic approach to
instructional planning of her lesson.
2) The teacher needs to build her
pedagogical repertoire of engaging
students into her lesson.
3) The teacher needs to systematically
scaffold students’ learning through
the different strategies and
activities.
Role as a counsellor
She did not assist students with their problems
through availability, approachability, listening and
problem solving.
She did not execute proper intervention when her
students were quarrelling.
1) Establish rules and regulations
2) Apply proper intervention to
increase effective appropriate
behaviour rather than simply to
suppress misbehaviour
Let’s recap all the
problems and
solutions that have
been mentioned in
the earlier slides.

36. Problems Solutions
Role as a teacher
Miss Wong also does not build rapport
with her students as she is very result-
oriented.
1) Teacher should build rapport with her
students
2) A good student-teacher relationship will
have a positive influence on a child’s
cognitive development
3) Teacher should show positive attitude
4) Teacher should use strategies to build
rapport with students emotionally and at
personal level
Andy felt shameful and doubted
himself. He had little motivation to
succeed and felt that no amount of
effort could lead to success.
1) Offer extrinsic motivation
2) Guide him in goal setting
Andy got disengaged from the lesson
and he developed negative
preconceived notion on the subject.
1) Revise her methods of lesson delivery
2) Amend her classroom communication
approach.

37. •Teaching does not only involve the use of adequate
instructional expertise and pedagogical skills.
•Students’ psychological needs must be brought to
the foreground and constantly addressed.
•Teachers must take into consideration their
relationships with students and work towards
building good ties with them.
•Teachers need to design effective environments that
encourage a learning community.
To end it off..

38. Kohlberg's Moral Cognition Theory retrieved from
http://psychology.about.com/od/developmentalpsychology/a/kohlberg.htm
http://www.vtaide.com/blessing/Kohlberg.htm
Teacher as Counsellor retreived from
http://webcache.googleusercontent.com/search?q=cache:L2k43TQsSTwJ:avnihealth.org/ppt/Teacher.ppt+importance+of+tea
cher+as+counsellor&cd=2&hl=en&ct=clnk&gl=sg&gl=sg
http://www.basic-counseling-skills.com/
Wikipedia (2010) Ecological Systems Theory retrieved from
http://en.wikipedia.org/wiki/Ecological_Systems_Theory
Maslow's Hierarchy Of Needs retrieved from
http://www.naturalnews.com/024190_WHO_schools_deficiency.html
http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm
http://worlduni.com/extras/human_behavior_files/Maslow'sHeirarchy.gif
Piaget's Theory and Its Impact retrieved from
http://www.funderstanding.com/content/piaget
Piaget's Key Ideas retrieved from
http://www.learningandteaching.info/learning/piaget.htm
Different Types of Motivation retrieved from
http://www.self-improvement-mentor.com/types-of-motivation.html
Motivational Strategies retrieved from
http://www.garysturt.free-online.co.uk/Motivation%20lecture%20notes.htm
Vigotsky's theory retrieved from
Eggen, P., & Kauchak, D.(2010). The development of cognition and language . (p.p45-47).New Jersey: Pearson Education
Different types of learners retrieved from
http://webhome.idirect.com/~kehamilt/spklearn.html
Other references retrieved from
Oon ST, Parsons RD, Hinson SL & Sardo-Brown D (2nd Edition)
Educational Psychology: A Practitioner-Researcher Approach
Singapore
References