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Western Sydney University 102126: Educational Psychology for Teaching Children Assessment: Case Study Word Count: Emily Cole XXXXXXXXXX 27th August 2020 Scenario: “For some reason Tim, who had been...

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Western Sydney University
102126: Educational Psychology for Teaching Children
Assessment: Case Study
Word Count:
27th August 2020
“For some reason Tim, who had been getting mostly Bs for his weekly math’s quizzes, got confused
during his last test, mixed up his timetable, then panicked and consequently failed. On the two
subsequent quizzes Tim was so nervous that his hand was shaking as he tried to write.
One day his teacher, MS Khan, took him aside. She reminded him that he had only failed one quiz
and hadn’t been making his usual effort. “Thanks MS Khan,” Tim said, “But math’s seems so hard
for me.” “I don’t want to hear those words,” MS Khan said with a supportive smile. “I know you
can do this work. If you like I can help you after school. Okay?”
Tim decided to talk to his friend Susan about his trouble. She suggested studying together. At them
first study session Tim noticed that Susan copied problems from the book and solved them in
writing rather than just reading through them. Tim asked her why she felt she had to do so many
examples. ” I try to do as many kinds as I can,” she said, “that way I’m more confident for the tests.”
“Usually I try to do at least three problems of each type. I record what I’ve done on a chart so I can
see my progress. If I get all of them right, I reward myself with an ice cream.”
Tim could see the benefit of Susan’s approach compared to his usual habit of quitting after getting a
couple of questions right. He set a new goal to practice three problems of each type and decided he
would treat himself each time he got all the problems right. He also took notes when MS Khan used
new terms and then revised them to make sure he understood.
A very relieved Tim did much better on the next test. He was still nervous, but he got his highest
score for the year. “Maybe I can do this after all,” he concluded.”
Scenario-specific guidelines
· Drawing on behavioral theory explain why Tim has become so nervous as to shake in his alge
a quizzes.
· Evaluate MS Khan’s response to Tim’s dilemma from a behavioral and social learning perspective.
· Why, from a behavioral perspective, is Susan’s approach effective?
· Explain the role of observational learning in this scenario.
· What accounts for the effectiveness of Tim’s new approach to study?
· Tim has developed anxiety around his mathematical skills due to some failures – do all children react this way to failure? does he have underlying anxiety issues?
· Teacher uses positive approach – offers extra help – mentor, coach, growth mindset
· Susan is peer tutoring and Tim is observing what she does
· Susan uses multi-sensorial approach (read, write), over-practice, charts her results, rewards herself – extrinsic motivation?
· teacher models positive self-talk – Tim finishes with positive self-talk – Growth mindset
· Tims behavior: nervous/anxious and sad/struggling, gets help, becomes more confident and has a more positive attitude
· Teachers Behavior; concerned but supportive, overs after school help
· Susan’s behavior; supportive, explanatory, polite and helpful
· Behaviorism views learning as a ‘cause and effect’ mechanism in which external factors (eg instruction, experience) lead to a response. Elements include task analysis, practice, rewards, extinction, punishment. Strategies include shaping, chaining, cueing, prompting, modelling, fading. Largely used for shaping behaviour – can have unintended consequences when rewards are not wisely thought about, or aversive punishment is used.
· Social learning theories (Bandura) hold the view that behaviours are learned primarily by observing others. Students not only imitate each other but also the teacher so being a good role model is important. Social learning requires attention to the person observed, remembering the observed behaviour, the ability to replicate the behaviour, and a motivation to act the same way. If children see positive consequences from a behavior, they are more likely to repeat that behaviour themselves.
* offer tutoring to All students to reassure and not single out individuals
* explain work in more depth
*review exams and recap
evisit areas on the exams students seem to struggle with in the next lesson/s
Answered Same Day Aug 24, 2021


Pratyusha answered on Aug 25 2021
117 Votes
Table of Contents
Introduction    3
Based on Behavioral Theory, Explaining Tim’s Behavior    3
MS Khan’s Response to Tim’s Dilemma from Social Learning and Behavioral Perspective    4
Effectiveness of Susan’s Approach from Behavioral Perspective    5
Role of Observational Learning in this Case    5
Accounts for Effectiveness of Tim’s New Approach to Study    6
Recommendations    6
Conclusion    7
References    8
The anxiety of the exams is very common amongst students and it may lead to further extensions when there are subsequent scenarios of mixing up of the routines. This takes place in case of almost all the students, appearing for exam and they become the victims of subsequent tension and exam pressure. In such scenarios, it has been observed quite a couple of times that the students fail to answer the known questions even though there was not any other apparent problem other than being tensed regarding the same (Fejes, A
aham & Legrady, 2020).
In many cases, a past incident of failing in a subject takes a toll on them and this makes them have a notion that such incident is going to repeat again as well that that they are going to fail miserably. Consequently, this leads to extensive adrenaline rush amongst them and nervousness leading to shaking of hands as a result feeling that they would not be able to cope with the situation. According to Arana and Furlan (2016), this happens mainly due to negative dimension of perfectionism being imposed in the students that they will be falling short of the standards if they are not able to perform well.
This situation is the exam stress, which is a perception of tension happening both physically and mentally as supported by Jain and Singhai (2018), which ultimately needs to be managed else it gives rise to excessive negative emotions like frustration, anger or accepting defeat. The assignment represents a case scenario where a student due to failure in mathematics quiz as a result routine mixing up was experiencing tremendous nervousness while appearing in the quiz subsequently and how his teacher and friend helps him to cope with the same.
Based on Behavioral Theory, Explaining Tim’s Behavio
Tim, whose case is explained here was a good enough student and used to perform well in his alge
a quiz by getting a B previously. The incident of failing once, in the alge
a quiz due to exam routine mixing up at the last moment, had induced the fear of repeating of the same incident again while appearing in the exam. This is a well- known psychological problem observed in mostly students in response to the stress and generation of negative behavior, as supported by Jain and Singhai (2018). Stress is born out of a number of incidents, which had happened previously such as anger and frustration, as in Tim’s case had created the same by falling below the standards once by failing being a negative dimension of perfectionism (Arana & Furlan, 2016).
Stress is the body’s natural reaction towards facing challenges and it is different for different individuals. In some individuals, there might be just a short span of stress and in others it can be prolonged period of stress with persistent difficulty in dealing with the same. It can even result in affecting the health of the students as they feel like to vomit and not have any food and so on. Overall, it decreases the performance of the students on an average and they are not able to give their best performance, which...

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