Chapter 3 learning log

What?

Moral and Social Development - Much like chapter 2, this chapter deals with somewhat abstract theories that can help us to understand our students and where they are coming from. This chapter talks about theories that try to figure out stages of moral development that we go through.
We discuss Erickson (briefly) and Kholberg's theories. We also discuss how our students learning is strongly effected by their social environment. The subject of cliques and social differences that keep our students from interaction with one another are addressed. There are some strategies that are discussed as to how we can increase our students' moral understanding as well as decrease the barriers that keep our students from interaction.

So What?

While on one hand, this theory may seem irrelevant to teaching and instruction, I have realized that moral development of our students will severely effect both my teaching and their learning and it is vital that I understand their moral mind-set in the classroom and adapt my instruction and environment to it.

This chapter was quite interesting to me because I have often thought about the theory of moral intelligence. It is interesting to think about what motivations our students have and how they are directly connected to this moral and social development.

Now What?

Our students are at a very strong transitional stage in their life. It is naive and inconsiderate to think that they come to school with no other priorities than to learn in our class and get satisfactory grades. Our student's are strongly motivated by their peers. They are figuring out how to behave socially. They are trying to learn why certain behaviors are, or are not acceptable. They are trying to figure out what is right and wrong in a moral sense and they will push these boundaries.

All of these factors are going to alter our classrooms. Although we won't be able to know where each student is coming from with great detail, we need to keep in mind that they are in these developmental stages. I plan on having open conversations with my students, whether individually, or as a group to figure out what perspectives they bring to the classroom.

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