| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 104 === A Study of Applying Adler's Viewpoint to Conduct a Teaching Program in Peer Encouragement - An Example of Two Third and Fourth Grade Teachers
Abstract
The purpose of this study is to discuss the implement of applying Alder’s Viewpoint to conduct a teaching program in peer encouragement. The contents of this study include the motivation, teaching content, activity modalities and the difficulties and benefits of applying this teaching program when conducting it in peer encouragement of two independent teachers. In the process of the study, the researchers collect and analyze the data by observing, interviewing the teachers and analyzing the files. According to the results of the study, the following is the explanation.
A. Motivation
Teacher Xiao-Dan: Hope that each student encourages others and also be encouraged.
Teacher Xiao-Tao: Have a motivation and a hope to help low-achieving learners.
B. Teaching content and implement
i. Both teachers set up scenarios of learning first. Students can connect their learning experience directly from the process of interacting with peers to the way showing their encouragement to peers.
ii. The teachers demonstrate by actions, words and situations, and guide the students to write sentences of encouragement by filling in blanks, keywords and group discussions.
iii. During each class, the students encourage peers with diaries and also practice how to express encouraging sentences many times.
iiii. The teachers read out what students write to enforce the effects of encouragement.
C. Results
i. The students understand not only success but also the process of working hard is worth being encouraged.
ii. The students can explore their specialties and understand that their values are not being decided by comparing and competing with others. Besides, they pay more attention to their internal evaluation.
D. Difficulties of conducting the teaching program
The students can’t express encouraging sentences specifically. For this reason, the teachers have to keep looking for the specific situation or events.
E. Benefits of conducting the teaching program
i. Cultivate students’ social interest : Students understand that they are not perfect. Besides, hard-working, making progress and contributions are more important. Students can construct self-concept, confidence and courage. Furthermore, they are willing to concern others.
ii. Intensify teachers’ faith in encouragement : Because teachers notice the students’ attitudes change from suspicious to willing to encourage others and encouragement enhance the effects of class management and teaching, they agree the value of encouragement more, and also develop positive effects to the teacher-student relationship.
As the results mentioned above, the following is the reflection of this study.
Teachers can’t stay with the students forever. The way which the students practice how to express their encouragement is a sort of skill teaching and the purpose is to make each of them can notice their own value, and they can help themselves escape from the thought of “I can’t.” to “I’m willing to.” when they are facing difficulties.
Lastly, according to the results we would like to raise suggestions that are not only the reference to the class design of the Adlerian encouragement, but also the essential advice in teaching.
Key words: individual psychology、teaching program in peer encouragement、social interest
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