LEARNING QUESTIONS

LEARNING QUESTIONS:

I & II.

1.  Is it important for us teachers to assess the behavior of young children?

2.  Is there a need for us to know the ways on how to assess them properly?  Why?

3.  Why is it we need to know the feelings and emotions of our students with regards to assessment of 

      their behavior?

4.  Do you think discipline can contribute us in managing our classroom?  How?

5.  What assessment tools are you going to use to assess your students learning?  Give example.

III.  CIRCULAR QUESTIONING

1.  What are the significant contributions of Circular Questioning in our teaching strategies?

2.  How can you apply it in your teaching methods for preschool students? 

3.  How Circular questioning compare to other methods of counseling?

4.  What is the importance of using genegrams in this method of counseling?

5.  In what important aspects do the therapist must focus in gathering information towards his clients?

IV.  JOINING PROCESS

1.  What are the goals or aims of this method?

2.  How is it differ to other methods of interaction with the client?

3.  In what way do this method can help in counseling of the therapist to his clients?

4.  Is it necessary for the therapists to have a direct contact with the clients and their family?

5.  How can the family help the therapists in identifying strengths of the clients?

ECED 11 GROUP REPORT SUMMARY

Group 2: DETERMINE IF ADDITIONAL INFORMATION IS NEEDED

As teachers begin to engage in the authentic assessment process, or perhaps even before they may become aware of the need for additional information. As teacher evaluator must be aware about the children’s growth development and learning in order to know the children’s ability, skills in the particular age or stage of development, so that the teacher will think what kind of authentic assessment and teaching strategies can be used to DAP. And also teacher must be aware on how to integrate the past learning experiences to the present and bring you to going back to reality. Teacher begins to understand the instruction and assessment in one setting can produce multiple learning’s and assessment in a variety of developmental and curricular areas. Lastly the teacher must understand the individual differences and the developmental benchmarks.

 Teachers will need to think through their management and recordkeeping system in implementing the authentic assessment process. Again, there is no one correct way to operate. It is important for the teachers to select a management procedure that works for them.

*Internalizing ongoing Authentic Assessment

 Teachers need to internalize the place of the authentic assessment process within the total evaluation system and ultimately, in going improvement of the curriculum.

*Mandated Test

There are many mandated test that teacher can be used to assess the children’s weakness and strengthens and using the test scores the teacher should not be classified, labeled, grouped the students to intensive remediation on the basis of one standardized. There are some common mistakes in the use of standardized test information should be avoided such as halo effect, deficit effect, subject success effect, skill drill effect, because it can create biases to the students.

*Plan for Summative Assessments

 The summative assessment is done during the implementation of a program on a curriculum and it provides feedback for the improvement of instruction on the improvement of a particular program. Based on the test result the teacher will think the next step. While the summative assessment is conducted after the completion of a unit on a program. It provides an overall judgments of a success or failure. The summative assessment process includes five steps:

·        Identify the child’s strengths.

·        Document evidence of progress in learning and development.

·        Identify concerns.

·        Identify strategies to continued development.

·        Celebrate emerging development with the child and parent.

Group 2: Members

BEED 3-A

Herson Bello

Mary Jane Alminicido

Denise Joy Boloy

Christine Joy Francisco

Geraldine Tanayan

Jenesis Mateo

SUMMARY OF TRANSACTIONAL ANALYSIS

TRANSACTIONAL ANALYSIS (summary)

"The unit of social intercourse is called a transaction.  If two or more people encounter each other... sooner or later one of them will speak, or give some other indication of acknowledging the presence of the others. This is called transactional stimulus.  Another person will then say or do something which is in some way related to the stimulus, and that is called the transactional response."³

With this definition, Dr. Berne defined the basic unit of analysis.  At its simplest level, Transactional Analysis is the method for studying interactions between individuals.  By identifying and standardizing upon a single unit, development and promotion of this theory was easily facilitated.  Psychotherapists were able to read about Berne's theories and test them out in their own practices.  Dr. Thomas Harris stated in I'm OK - You're OK that in Transactional Analysis, "we have found a new language of psychology."

It should be noted that this approach was profoundly different than that of Freud.  While Freud and most other psychotherapists took the rather simplistic approach of asking the patient about themselves, Berne took an alternate approach to therapy.  Berne felt that a therapist could learn what the problem was by simply observing what was communicated (words, body language, facial expressions) in a transaction.  So instead of directly asking the patient questions, Berne would frequently observe the patient in a group setting, noting all of the transactions that occurred between the patient and other individuals.

Berne's Three Ego States

In addition to the analysis of the interactions between individuals, Transactional Analysis also involves the identification of the ego states behind each and every transaction.  Berne defined an ego state as "a consistent pattern of feeling and experience directly related to a corresponding consistent pattern of behavior."⁴

As a practicing psychiatrist in Carmel, California in the early 1950s, Berne treated hundreds of patients.  During the course of their treatment, he consistently noted that his patients, and indeed all people, could and would change over the course of a conversation.  The changes would not necessarily be verbal - the changes could involve facial expressions, body language, body temperature, and many other non-verbal cues.

In one counseling session, Berne treated a 35 year old lawyer.  During the session, the lawyer (a male) said "I'm not really a lawyer; I'm just a little boy."  But outside the confines of Dr. Berne's office, this patient was a successful, hard-charging, attorney.  Later, in their sessions, the lawyer would frequently ask Dr. Berne if he was talking  "to the lawyer or the little boy."  Berne was intrigued by this, as he was seeing a single individual display two "states of being."  Berne began referring to these two states as "Adult" and "Child."  Later, Berne identified a third state, one that seemed to represent what the patient had observed in his parents when he was small. Berne referred to this as "parent."  As Berne then turned to his other patients, he began to observe that these three ego states were present in all of them.  As Berne gained confidence in this theory, he went on to introduce these in a 1957 paper - one year before he published his seminal paper introducing Transactional Analysis.

Berne ultimately defined the three ego states as: Parent, Adult, and Child.  It should be carefully noted that the descriptions of these ego states do NOT necessarily correspond to their common definitions as used the English language.

Before describing each of the three ego states, it is important to note that these are fundamentally different than Freud's Ego, Id, and Superego. Berne describes this best when he writes in Transactional Analysis in Psychotherapy:

"It will be demonstrated that Parent, Adult, and Child are not concepts, like Superego, Ego, and Id, or the Jungian constructs, but phenomenological realities."⁵  Stated another way, Freud's ego states are unobservable, theoretical states; but Berne's three ego states can be confirmed with observable behaviors.

The following are detailed descriptions of the three ego states:

Parent - The parent represents a massive collection of recordings in the brain of external events experienced or perceived in approximately the first five years of life.  Since the majority of the external events experienced by a child are actions of the parent, the ego state was appropriately called Parent.  Note that events perceived by the child from individuals that are NOT parents (but who are often in parent-like roles) are also recorded in the Parent.  When Transactional Analysts refer to the Parent ego state (as opposed to a biological or stepparent), it is capitalized. The same goes for the other two state (Adult and Child)

Examples of recordings in the Adult include:

·         "Never talk to strangers"

·         "Always chew with your mouth closed"

·         "Look both ways before you cross the street"

It is worth noting that, while recording these events, the young child has no way to filter the data; the events are recorded without question and without analysis. One can consider that these events are imposed on the child.

There are other data experienced by the child that are not recorded in the Parent. This is recorded in the Adult, which will be described shortly.

Child - In contrast to the Parent, the Child represents the recordings in the brain of internal events associated with external events the child perceives.  Stated another way, stored in the Child are the emotions or feelings which accompanied external events. Like the Parent, recordings in the Child occur from childbirth all the way up to the age of approximately 5 years old.

Examples of recordings in the Child include:

·         "When I saw the monster's face, I felt really scared"

·         "The clown at the birthday party was really funny!

Adult - The Adult is the last ego state.  Close to one year of age, a child begins to exhibit gross motor activity.  The child learns that he or she can control a cup from which to drink, that he or she can grab a toy. In social settings, the child can play peek-a-boo.

This is the beginning of the Adult in the small child. Adult data grows out of the child's ability to see what  is different than what he or she observed (Parent) or felt (Child).  In other words, the Adult allows the young person to evaluate and validate Child and Parental data.  Berne describes the Adult as being "principally concerned with transforming stimuli into pieces of information, and processing and filing that information on the basis of previous experience"⁶  Stated another way, Harris describes the Adult as "a data-processing computer, which grinds out decisions after computing the information from three sources: the Parent, the Child, and the data which the adult has gathered and is gathering"⁷

One of the key functions of the Adult is to validate data in the parent. An example is:

"Wow.  It really is true that pot handles should always be turned into the stove" said Sally as she saw her brother burn himself when he grabbed a pot handle sticking out from the stove.

In this example, Sally's Adult reached the conclusion that data in her Parent was valid.  Her Parent had been taught "always turn pot handles into the stove, otherwise you could get burned."  And with her analysis of her brother's experience, her Adult concluded that this was indeed correct.

In an attempt to explain Transactional Analysis to a more mainstream audience, Dr. Thomas Harris developed the following summary.  Although this is a very good tool for beginners to learn, keep in mind that this a wildly simplified approach, and can have the effect of "dumbing down" Transactional Analysis.  The summary is as follows:

Parent - taught concept
Child - felt concept
Adult - learned concept

But not all transactions proceed in this manner.  Some transactions involve ego states other than the Adult.

This leads us to Parent - Child transactions, which are almost as simple as Adult-Adult transactions.  Quoting Dr. Berne in Games People Play: "The fevered child asks for a glass of water, and the nurturing mother brings it."⁸  In this, the Child of small child directs an inquiry to the Parent of his/her mother.  The Parent of the mother acknowledges this stimuli, and then gives the water to the child.  In this example, the small child's request is the stimuli, and the parent providing the water is the response.

One of the tools used by a TA practitioner is a structural diagram, as represented on the left.  A structural diagram represents the complete personality of any individual.  It includes the Parent, Adult, and Child ego states, all separate and distinct from each other.

                                                                                               

Transactional Analysts will then construct a diagram showing the ego states involved in a particular transaction.  The transaction to the right shows a Parent - Child transaction, with the Child ego state providing the transactional stimulus, and the Adult responding with the transactional response. This transaction matches the Parent - Child example listed above, with the fevered child asking his/her mother for a glass of water.

So far, the two transactions described can be considered complementary transactions.  In a complementary transaction, the response must go back from the receiving ego state to the sending ego state.  For example, a person may initiate a transaction directed towards one ego state of the respondent.  The respondent's ego state detects the stimuli, and then that particular ego state (meaning the ego state to which the stimuli was directed) produces a response.  According to Dr. Berne, these transactions are healthy and represent normal human interactions.  As Berne says in Games People Play "communication will proceed as long as transactions are complementary."⁹

GROUP 5 MEMBERS:
ALMONICIDO, MARY JANE
FRANCISCO, CHRISTINE JOY
SANTANDER, MARLYN
GARCIA, NANCY
LOREZO, JACKYLYN