Chapter 3 Analysis Questions

1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.
I would say Laura is in the fifth stage of Erikson's theory Identity vs identity diffusion. Using this comment "I don't want people to think I'm a geek" shows a lack of confidence in herself and the person she truly is. Her appearance to her is who she is. Identifying her self as pretty is something she strives for. Understanding her behaviors and attributes to her self image is not understood fully yet. The outward appearance and the approval of friends give Laura a sense of identity of how she wants to be perceived. She also in the case study is hesitant to respond the Mr. Marculescu question regarding how we might solve our country's pollution problem. She responds by explaining she doesn't know what to say. But with the help of her teacher providing a place to start help her to begin developing her identity within herself of what she knows. This identity can begin to grow internally instead of always resting on the external identity and approval of others.


2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?
They could provide groups or clubs in a social setting that students are interested in. This can give the students the social aspect they are looking for by still providing an education for them. Another thing that could be done is bring in a good role model that the students like. For example a high school student that is involved with sports that the students will listen too. An assembly of these things can motivate the students to get involved with their academics. If you are dealing with younger kids they love to have high school students there. I remember as a child having high school students talk to use in an assembly and it was talked about for weeks. It really motivated me to work hard in the classroom. One other thing that could motivate the students is giving them a reward for their efforts. For example a pizza party for the class with the best grades. This can also be taken in a smaller setting. The teacher can motivate the students by doing this also. Having them see the improvements from test to test, or having a goal for an average test score.


3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?
In Kohlberg's Theory I would place Laura in the Preconventional level, stage 2 naive hedonistic or personal reward. Mainly because the reason she agreed to go to the other class and be on time is because she would be getting more attention from her peers. Her comment "no problem, Ms. Watkins. For something like that, I can certainly be on time if I need to be" is a great example of showing "what's in it for me." Laura show no interest in coming to the other class on time because it doesn't benefit her in the way she would like. But by giving the option for her to gain the attention she wants she very willing and interested. If the teacher didn't give her the option of attention by peers for Laura's sake her decision to be on time would have probably been taken differently.

4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?
The topics that are chosen in the class can develop all areas of development. They can create great opportunities to learn social skills by debating and explaining ones self. Having debates opens the students minds to different perspectives that they then can build there own beliefs and morals from. Understanding issues from our world can give good foundation for development in all categories. The teacher can promote great cognitive development by how the class interacts and handles debates. Word usage and exploration from the teacher can develop the students cognitive and linguistic development. Many times while in a debate class you talk about topics that aren't well known or understood. This provides great development for the student to gain knowledge and understanding from a variety of issues and topics. By exploring new things the students begin to develop as a person whether it be their morals, social, linguistics, or cognitive skills. I believe that if the teacher understands how each development occurs he/she can base the class around them and develop each category for every student. Debate class can give a good foundation for each of these developments just by giving the students experience. Practicing the skills is a great way to develop them.