Personal Social Scenarios PDF

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Personal and Social Development Scenarios Scenario 1 In an upcoming lesson in third grade, you will be addressing state standards related to listening and speaking (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). How would you encourage parents/guardians to support this standard outside of the classroom?  To communicate the importance of this subject to the parents of my students; I would send home a ‘newsletter’ of sorts, along with an email explaining the important of speaking, and listening standards. (American Teacher, 2013) Within the newsletter and email I would send with the parents it would regard important ways of letting your children know how important speaking respectfully, as well as respectfully listening is. Some of the ways this could be accomplished is parents modeling this behavior. Such as listening attentively when their children are speaking or telling a story. As well as, respectfully gaining the floor showing their children to wait until others are done speaking, not interrupting, and respectfully interjecting their thoughts into the room when your turn has come. While the parent’s model respective listening behavior, being sure to note to the children afterward ways they can show respectful listening skills while others are sharing. This could be done during simple family time such as dinner time, family game nights, or just random family time where you’re just spending time with your children. It can really be modeled and practiced anywhere. Scenario 2 James, an African American student, is very successful in your class and has been on the honor roll for the past three quarters. His family is concerned with his abilities to socialize with peers of various cultural backgrounds. How can you support the families in your classroom in embracing cultural identity’s role in a student’s personal and social development?  I would suggest within the classroom that a lesson about people of multiple different cultural backgrounds be introduced. Noting that no matter where we may have come from, or how different our culture may be from each other’s; we are all human, and we are all utterly alike. (Ormrod & Jones, 2018) In regard to his families concerns, I would send out an email, or a letter to the family addressing their concerns. Giving some suggestions such as having him join academic clubs, or different extracurricular activities that he may enjoy so that he can be around other peers who enjoy the same thing. So, that he may break out of his shell and socialize in a more comfortable way. As well as assure them that I’m here to help their child blossom and if they can provide any help and or suggestions that could direct me in a path that could better help James. Scenario 3 Recently, a concerned parent brings to your attention that a poll was taken on social media, and students in your class nominated Jenna as the “biggest loser.” How can you best communicate your school’s policy on cyberbullying, your plan to address the concern at school, and how can parents address it in the home?

First in this matter would be to assure Jenna’s parents that the matter will be handled, and not taken lightly. It will be addressed in the classroom with a lesson of cyberbullying and the consequences that go along with it. Giving examples, and having students participate along with the lesson. Asking students how it would make them feel to have other peers attacking them online, showing them that to be on the other side of this bullying, wouldn’t be ideal. I would also send home a newsletter and email regarding that parents need to have a conversation with their children about the seriousness of cyberbullying, and how it can affect their peers, as well as how it could affect them. I would include statistics of how it can negatively affect students and their wellbeing as well. (Skilbred-Fjeld, 2020) Scenario 4 For the past few weeks, you have noticed that several cliques have developed in your classroom and there are many students being left out of social activities in and out of the classroom. There are beginning to be tensions rising between two of the cliques. How can you encourage inclusion, and explain to parents how they can support you from home?  To break this tension in the classroom; I would begin to assign more group work. I would also have randomly assigned groups that always change. Giving students a chance to interact outside of their present ‘clique’. This could give students a chance to get to know one another and socialize as well as bringing a larger sense of community and teamwork within the classroom. I would also include a class discussion of how we can begin to include others, instead of excluding them. I would give the class a chance to speak out and give their feelings and observations about how it might feel to be excluding, giving the whole class inside of how that could feel, and how it could be damaging to their peers. I would also encourage parents by sending out an email to encourage their children to branch out, and to talk to them more about how important it is to include everyone. (Zarbatany, 2017) Scenario 5 At the beginning of the school year, you notice that several of your sixth graders are wearing the same brand of Nike shoes. A few days later, you overhear a few of these students mocking another student for not having these same shoes. The next week, the student being teased comes to school in the Nike shoes. How can you address peer pressure within your classroom and encourage parents to support the concept from home?  I would hold a group discussion within the classroom talking about peer pressure with my students. That it can seem utterly harmless to some, yet it can lead to more damaging situations such as drug or alcohol use. Peer pressure isn’t something to be used, and to instill in the students that if you’re uncomfortable doing something, or you do not want to do it, then don’t. (Prado, 2018) As well as reiterating to your class that peer pressure is extremely damaging, and it can put your peers in serious danger, whether that be mentally or physically. Giving a real-life example such as one of your friends is sneaking out to a party. They really want you to come with, and they keep telling you you’re a party pooper if you don’t go with them. Knowing you’d get in-trouble, and morally it wouldn’t be right to do something that you know your parents wouldn’t be okay with. Ask your students how they would feel with their friend talking to them like that, and how it would make them feel being peer pressured as such. 

I would also send home an email to the parents encouraging them to talk to their children about the ins and outs of being peer pressured, and how it isn’t right to do so to others, and if someone is trying to pressure you, and how to handle it in a responsible and smart way.

References:

1.

Ormrod, J. E., & Jones, B. D. (2018). Essentials of educational psychology: Big ideas to guide effective teaching. (5thed.). Upper Saddle River, NJ: Pearson

2. Prado, C. (2018, February 02). Dealing with peer pressure in a teenage classroom. 3. Retrieved November 16, 2020, from https://www.cambridge.o rg/elt/blog/2018/02/02/

4. dealing-peer-pressureteenage-classroom/ 5. Prado, C. (2018, February 02). Dealing with peer pressure in a teenage classroom. 6. Retrieved November 16, 2020, from https://www.cambridge.o rg/elt/blog/2018/02/02/ 7. dealing-peer-pressureteenage-classroom/ 2.

Prado, C. (2018, February 02). Dealing with peer pressure in a teenage classroom. https://www.cambridge.org/elt/blog/2018/02/02/dealing-peerpressure-teenage-classroom/

3.

Teacher-parent communication boosts homework completion. (2013). American Teacher, 97(4), 7.

4.

Skilbred-Fjeld, S., Reme, S. E., & Mossige, S. (2020). Cyberbullying Involvement and Mental Health Problems Among Late Adolescents. Cyberpsychology, 14(1), 1–16. https://doi-

org.lopes.idm.oclc.org/10.5817/CP2020-1-5 5.

Lynne Zarbatany, P. F. T., Wendy E. Ellis, X. C., & Megan Kinal, L. B. (2017). Peer Clique Participation of Victimized Children: Characteristics and Implications for Victimization Over a School Year. Merrill-Palmer Quarterly, 63(4), 485–513. https://doiorg.lopes.idm.oclc.org/10.13110/merrpalmquar1982.63.4.0485...