Session Information
20 SES 04 A, Model of the Socially Integral Teaching/ Learning Environment in the Classroom
Research Workshop
Contribution
The analysis of scientific resources manifests that the relevance of researches investigating schoolchildren’s social problems and ways of providing them with the assistance is still high. Investigations conducted by foreign scientists show a growing interest in the issues of schoolchildren’s social withdrawal. Most researchers concentrate on the issues of providing general social assistance and separate aspects of providing it; as well as external problematic behaviour expressed by disobedience, hyper activeness impeding concentration, and aggressiveness. However, in Lithuania the types of problematic internal children’s behaviour in the classroom such as depression, anxiety, insularity, non-communication and social withdrawal are being analysed mostly on psychological grounds. There has been a lot of discussion on these issues recently (developing schoolchildren’s social competence is considered to be one of the priorities in the process of implementation of the reform in education in Lithuania). However, in the papers of Lithuanian scientists, scientific investigations that analyse the phenomenon of socially withdrawn schoolchildren and the possibilities of involving them into active learning in the classroom as well as social class activities were not found. The issue is of great concern to the teachers and it constantly makes teachers ask a question how should we treat schoolchildren who do not want to communicate, do not perform the tasks assigned for the group, do not take part in class activities, are particularly insulated and seem to live in a different world? Obviously, the schoolchildren who unconsciously use social withdrawal as a method of social adaptation at school do not learn to be active members of the society in the future. In this respect, a relevant question arises what should the teaching/learning environment in the classroom be in order to ensure active involvement of all the children in the teaching/learning process and participation in joint class activities.
Nowadays learning means not just effective absorbing of information. It also includes the ability to work in a group, make individual and group decisions, and know how orient in the social reality. That is why it is necessary to create an entire socially integral teaching/learning environment in the classroom based on the paradigm of cooperative learning. In this context, the problem of the research is defined by the query what kind of learning environment augurs active participation of all schoolchildren, including the socially withdrawn, in class activities while learning and making decisions significant for the whole class?
The object matter of the research is the socially integral teaching/learning environment (SITLE) in the classroom.
The subject of the research is the classroom environment that empowers the children who tend to be socially withdrawn to actively participate in the process of teaching/learning.
The aim of the research is to construct the model of socially integral teaching/learning environment.
The objectives of the research are as follows:
1. Substantiate the concept of socially integral teaching/learning environment.
2. Construct a theoretical (ideal) model of socially integral teaching/learning environment.
3. Work out the research methodology for implementing the model of socially integral teaching/learning environment and testing its efficiency.
Method
Expected Outcomes
References
Merrell, K. W. (2008a). Behavioral, social, and emotional assessment of children and adolescents (3rd ed.). New York: Routledge/Taylor & Francis. Merrell, K. W., & Cummings, K. D. (2005a). Behavior rating scales. In G. Sugai & R. H. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy. vol. 3, Educational Applications (M. Hersen, series editor). Thousand Oaks, CA: Sage Publications. Merrell, K. W., & Harlacher, J. E. (2008b). Behavior rating scales. In R. P. Archer & S. R. Smith (Eds.), Personality assessment (p. 247-280). New York: Routledge/Taylor & Francis. Merrell, K. W., & Isava, D. M. (2005b). Social-emotional assessment. In S. W. Lee (Ed.), Encyclopedia of school psychology (p. 516-518).Thousand Oaks, CA: Sage Publications. Ladd G. W., (2006). Peer Rejection, Aggressive or Withdrawn Behavior, and Psychological Maladjustment from Ages 5 to 12: An Examination of Four Predictive Models Child Development, July/August 2006, vol. 77, No. 4, p. 822 – 846. Ladd G. W., Herald S. L., & Andrews R. K. (2006). Young children’s peer relations and social competence. In B. Spodek & O. N. Saracho (Eds.), Handbook on the education of young children (p. 23–54).Hillsdale, NJ: Erlbaum. Fantuzzo J., Manz P., Atkins M., Meyers R. (2005) Peer-Mediated Treatment of Socially Withdrawn Maltreated Preschool Children: Cultivating Natural Community Resources // Journal of Clinical Child and Adolescent Psychology, v. 34, No.2, p.320-325.
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