1. Which pattern of behavior would you consider this person to be in on his search for his identity? Joe is person that has a firm commitment to a specific profession, belief, or political view BUT is more influenced by others (such as society or their parents) without exploring other possibilities. (page 74) (Evaluate)
2. How could you create more prosocial behaviors within your classroom? (page 90) (Apply)
1). Foreclosure. However, something I'm interested is the transfer (or perhaps a word more like shift is appropriate) to other stages. With foreclosure in general, it seems like the choice can be rather superficial and temporary, as they did not come to that decision on their own. Certainly later new reasons can develop, but I happened upon this idea of multiple selves: acceptable, pleasing, and experimental. To me, foreclosure could very well be in the pleasing category, where they come upon a decision to satisfy other's desires but not neccessarily their own. It's not denial that a decision may be good for them, but it wasn't decided by the person of their own volition.
ReplyDeleteI'd have to agree with the evaluation for Bloom's, as a person stuck in this stage judges what they need to do via an outside force (family), that outside source being their "certain criteria."
http://www.rcgates.com/psyc/c16_pv.html
2). By far, the best example I can think of is composing a class contract in the beginning of the year with the kids, in where they get a say in the rules. Doing this instills responsibility inherently, as they decided what is equitable in the classroom. In addition, the punishments they decide upon should be used by the teacher across the board. Picking favorites would discourage acting pro-socially, as sometimes certain kids get punished and at other times some do not. If you react in one way to a student's misconduct, respond the same way to the next.
http://www.ascd.org/publications/educational-leadership/apr06/vol63/num07/Promoting-Adolescents'-Prosocial-Behavior.aspx
Seems I forgot to address Bloom's for the second question. You're probably spot on with Apply, as once students use the new information, the contract, they have to use that knowledge within the classroom, a setting they are familiar with.
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