Megan Novak

Developmental Standards Project

Developmental Standards Project

Megan Novak
EDPS 250-4
Swanson

Megan Novak

Developmental Standards Project

Introduction

Successful teachers know how to teach and cater to each individual students needs. As a
future music educator, it is important that I understand many different types of students
so I can teach in the most effective way possible, as is stated in INTASC 1.

Intasc 1: The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.

To increase my understanding of different walks of life and knowledge of how to address

them in the professional setting, I have researched the following developmental concepts:
divorce and its effects on adolescents, child maltreatment and peer relationships, LGBT
and peer relationships, and hearing loss in students.

Developmental Research

Divorce and its effects on adolescents

As of 2010, The United States holds the highest divorce rate in the world (Berk, 2012).
A teacher in the United States is likely to have at least one student going through a
divorce at home at some point in his or her career. Adolescents are likely to experience
feelings of depression and might not perform as well in school. Other possible outcomes
are delinquency, early sexual activity, and becoming more disobedient (Berk, 2012).
While most children and adolescents show improved adjustment two years after the
divorce, the average child or adolescent that goes through a divorce has a lower GPA

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than students who do not have a similar situation (Berk, 2012). A study exploring the
causes of divorce and its effects on children and adolescents was conducted by
interviewing 6,470 ex-spouses and 1,257 children between the years 2009 and 2010. The
purpose of the study was to measure the effect of divorce on childrens well being. This
study found that whom the child or adolescent is living with has little effect, while the
relationship with the parents had a strong effect. When the child had a good relationship
with their parents, they showed higher levels of overall well-being, less depression, and
more mastery of the situation than children who lacked a good relationship with their
parents (Sodermans & Matthijs, 2014). It is likely that people think children have a hard
time when they do not live with both parents because that can be an indication of the
relationship the child has with the parents. The study also found that adolescents and
children that are more extroverted report a higher level of well-being than those who are
not extraverted (Sodermans & Matthijs, 2014). This could be because people who are
more extraverted tend to have more social outlets, and therefore have more support.

Instructional Decision

Many adolescents who are experiencing the results of a divorce need outside comfort and
support. As their teacher, I might be one of the only adults they can confide in. I must
know how students going through this situation will need more time and patience than
some other students might need, therefore I will adjust my teaching plan with them to be
more flexible (AG 1.2). For example, I might give them more time to turn in an
assignment, or I will not be too hard on them if I notice them spacing out in class, though

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I might remind them to try to pay attention. I will make sure any students I may have that
are dealing with this situation know that they can come see me if they ever need to talk to
someone. If need be, I will point them to a school counselor for advice. I will also make
sure to be empathetic of their feelings, as opposed to telling them they should not feel bad
or simply avoiding discussing the situation further with them. Being one of the main
adults in their life, I will make sure to behave as a good parent would in this situation. I
will be forgiving of mistakes, yet have reasonable objectives for the student. I will also
keep an eye out to make sure the student is getting a good lunch. Sometimes a divorce
results in major income loss, so some students might not have the money for lunch. If I
observe this, I will likely report this to a higher school official that has the authority to
handle the situation.

Developmental Research

Child Maltreatment and peer relationships

Child maltreatment can lead to a number of problems in the victim, some of which are
impaired empathy and sympathy abilities, poor social skills, and a lack of academic
enthusiasm. Children who are victims of verbal abuse often feel low self-esteem and
high anxiety. Abuse is also linked to problems in the cerebral cortex involving unusual
production of the stress hormone (Berk, 2012). It can be very difficult to be social when
someone has any one of these problems. A longitudinal study was conducted on 107
children between the ages of 8 and 10 experiencing maltreatment and 107 children who
were not experiencing maltreatment as a control. According to the study, physically

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abused and neglected children were observed to have a difficult time forming and
maintaining relationships. This is said to be largely due to the fact that abusive and
neglectful parents do not have many friends, so the children have never seen a successful
friendship. However, sexually abused children were seen to not have trouble with
relationships (Bolger et al., 1998). In terms of popularity, the study also found that the
more chronic and severe the abuse, the less popular the victim was (Bolger et al., 1998).
This could be due to the social impairments previously listed with maltreated children.

Instructional Decision

Maltreated children experience many different symptoms as a result of their specific

treatment, but they all have one trait in common: they are all misunderstood. At a young
age especially, other children do not understand why some people are socially awkward
and are sometimes very mean to these people. As a teacher, I will work to be a positive
person in their life, and I will learn the individual needs of the student in order to most
effectively teach (AG 2.4). To do this, I will find time outside of class to get to know the
student and figure out how they feel about who they are through conversation. I will
make sure the less popular students are included in class activities. For instance, if I ever
need to divide the class into groups, I will chose the groups to make sure no one is left
out. I will also remember to be kind and understanding with every student. I may not
always know a students home situation, and I need to remember that when students are
badly behaved, it is usually a result of something that is out of their control. While I will
not let misbehaving slide, I will be encouraging in my efforts to correct the problem by

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keeping a positive attitudes and not being hateful toward the student. If I fail to address
problems such as physical and verbal aggression with a student, that student might
struggle finding solid peer relationships.

Developmental Research

LGBT and Peer Relationships

Usually by the end of adolescence, people that are lesbian, gay, or bisexual accept who
they are in terms of their sexuality. However, they fear that others will not be so warm.
In a study taken in 2002 of over 500 LGBT youths in Canada, New Zealand, and the
United States, 75% reported to have been verbally abused because of their sexuality, and
15% were physically attacked for the same reason (Berk, 2012). Times have changed
since 2002, but this statistic still gives light to the fear that LGBT students must feel. On
a lighter note, when these students get positive feedback for coming out, this helps their
self esteem, overall well-being, and relationships with friends and family, assisting many
important aspects of the developing adolescent (Berk, 2012). A study was conducted to
learn from adult LGBT persons about some effects of bullying they experienced in school
as a retrospective report. There were 594 participants who were all over the age of 18.
The participants were asked to fill out an online questionnaire. This study found that
there is a strong correlation with being bullied in school and being bullied later in life,
fear of being bullied, fear of negative impression with peers, and withdrawal and self
attack (Greene, Britton, & Fitts, 2014).

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Instructional Decision

As a former band student, I know how the band room is a second home to all band
students. With this in mind, I will make sure my students treat the band room as a safe
zone. This is important in providing a positive academic atmosphere for all of my
students (AG 5.1). Bullying will be strictly forbidden, and it will be a place where
students can count on being treated with respect. To enforce this, I might post this rule
on my door and in the classroom. I will set an example for my students by treating these
students with respect. In the instance that an LGBT student comes to confide in me or
seeks comfort, I will remind them that there are not alone and that they should pride
themselves in being true to themselves despite the societal norms. If need be, I will point
them to a school counselor. I will let them know that they can come talk to me any time
and that they can trust me to keep any information they share with me between the two of
us.

Developmental Research

Hearing loss in students

Up until middle childhood, ear infections are relatively common. The Eustachian tube is
short and not very slanted, allowing for bacterial buildup. By middle childhood, ear
infections become less frequent. In 2002, 3 out of 4 students experience some sort of
hearing loss due to ear infections (Berk, 2012). A retrospective study was conducted to
evaluate the academic success of students with some form of hearing loss. There were 67

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participants of 14 years, all of who were previous or current patients of Childrens

Hospital of Eastern Ontario, a pediatric hospital with an early hearing loss detecting
clinic. The results showed that students with minor hearing loss with early intervention
score at the average in most areas of student life, such as subject grade averages and good
self-esteem (Eriks-Brophy et al., 2012). Almost all participants used spoken language as
their primary language, a skill likely attained and mastered during their early
intervention. Oddly, the participants scored on average slightly higher in verbal
communication than the average person (Eriks-Brophy et al., 2012).

Instructional Decision

Clearly, hearing loss can be an issue in band class. If a student has a hard time hearing,
they might tend to play louder in order to hear themselves, causing a balance issue and a
general distraction for the teacher. To help students with hearing loss, I might first talk to
them about how I notice they dont seem to be hearing well. If they confirm that they are
having a problem, I could adjust where they sit in the class while trying to keep them near
their instrumental section (AG 1.2, AG. 1.3). I could also talk to a trusting student in the
section and tell them to tell the students when they are playing too loudly or too softly. I
believe this is an appropriate guidance technique because one students gets a leadership
opportunity, and the student being helped does not have the teacher telling them to play
differently all the time, helping with their self esteem (AG 5.5). I as a teacher will watch
in class and make sure this students does not become too frustrated with anything during
class. It must be frustrating when students cannot hear what is actually coming out of

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their instrument. If I see this, I will remind the student that they are doing a great job and
should not be too hard on themselves. They are working very hard and doing a great job.
It might also be beneficial for me to work with this student one on one outside of class to
make sure they are playing every part at an appropriate dynamic. This way, I can also
ask them if they are aware of what else is happening in the music at certain parts, and I
can help them to know where to listen in the ensemble (AG 5.4).

Developmental Research

Obesity and Self Esteem

Obesity is considered a greater than 20% increase in weight above healthy body weight.
In the U.S., 32 percent of children and adolescents are overweight, over half of this
statistic being obese. Children with obese parents are more likely to be obese. Students
with low socioeconomic status and low physical activity also are more likely to be obese
(Berk, 2012). Students with obesity are often labeled as being lazy, sloppy, ugly and
stupid by their peers. Children who are obese also often experience low self-esteem and
depression. Students experiencing these difficulties often turn to eating as a comforter,
so the cycle is hard to break for overweight children (Berk, 2012). A longitudinal study
of 6,425 males and 6,574 females was taken to evaluate the correlation between
perception of weight and self-esteem. The mean age of the participants was 16 years old.
The study looked at the education of the parents, self-evaluated weight perception, BMI,
and age. The study showed that 25.1 percent of females and 8 percent of males
misidentified themselves as being overweight and suffered from more self-esteem issues

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than those who thought they were normal weight (Perrin et al., 2009). This just comes to
show that self-esteem about weight is not just an issue for obese and overweight children,
but also for some children who have a healthy BMI. The study also showed that
correctly-perceiving overweight females had lower self- esteem than other overweight
females who thought they were not overweight. No correlation could be found with
obese males and their self-esteem (Perrin et al., 2009).

Instructional Decision

This is a tough situation to deal with, especially given the cyclic nature of obesity
described above. If I notice a student having self-esteem issues, I will find time to talk
with them outside of class, whether that is a lunch period or a study hour. If I find that
this student is having issues with their weight perception, I will first tell them that they
are worth more than their image. They are a brilliant mind and a human being. I will
then make sure this student is not being bullied. If I find they are, I will address these
students and possibly discuss with their parents. If I find that the student Im talking to
with self-esteem issues is not eating or is not leading a healthy lifestyle, I will make
appropriate suggestions. I will tell them that if they want to lose weight, they should not
skip meals, but rather eat healthier meals, and less of it. I might even challenge them to
get more exercise in, and to come up with some fun ways to go about doing that (AG
2.8). This way, the student is directly involved in solving their own problem and taking
responsibility for their own life (AG 2.9). I will try to encourage this behavior by
checking in with them before or after class every once in a while about how their

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improvements are coming.

Developmental Research

Sexual Abuse and Eating Disorders

Males and females are both victims of sexual abuse, but females are more often the
victims. It is most common in middle childhood, but can also happen before middle
childhood and can last past it. Most cases of sexual abuse are linked to poverty and
marital instability (Berk, 2012). A result of sexual abuse can be eating disorders. Again,
this is more common in females, but is also present with males. Some eating disorders
can be anorexia nervosa, where the victim has a continuous fear of getting fat. Another
eating disorder is bulimia nervosa, where the victim eats an overly strict diet, exercises
too much, and might also intentionally vomit any food eaten (Berk, 2012). A study was
taken of 9,943 students in Connecticut in grades 7, 9, and 11. The study used surveys
that the students filled out discussing disordered eating, abuse, peer support, familial
issues, and depression. The study found a strong correlation between sexual abuse and
eating disorders. While girls in this study reported four times the amount of sexual abuse
than boys, it is interesting that more sexually abused boys suffered from eating disorders
(Neumark et al., 2000). This is important, because people overlook the possibility that
boys can have eating disorders, but we need to be on the look out. The link between
sexual abuse and eating disorders remained strong even when familial issues and all other
outside factors were treated as control variables, showing the giant impact sexual abuse
has, even on people already in stressful situations (Neumark et al., 2000).

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Instructional decision

Signs of eating disorders will be either easy to spot or very hard to spot. In some
students, I might see rapid weight loss. I might also see depressive symptoms. If I have
lunch duty or if students are allowed to eat in the hallways like at my old high school, I
might see students eating too little on a daily basis. If I see any of this, I will pull the
student aside and try to evaluate whether or not there is a problem. If I find that the
problem is due to sexual abuse, I will remind the student that they are worth more than
just a body. I will tell them all of what I see in them, and that they are valuable. I will
also inform the student that what they are doing is not healthy and is very dangerous.
Students need proper nutrition to focus in class, and if a student has an eating disorder,
they clearly are not getting the proper nutrition to help them in class and to help their
brain (AG 1.1). I will also notify the school nurse so they can follow up with the student.
I will be sure to check in with the student once in a while and ask them how their health
is coming to encourage improvement.

Developmental Concept

Self-Esteem and Motivation

Much of what is discussed in this paper deals with self-esteem in one way or another.
Self-esteem can be affected by a variety of factors, such as age, gender identity,
socioeconomic status, and ethnicity. Culture can be a influence as well. Ironically, high

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achieving Asian students often have lower self-esteem than other students who may not
have as much academic success. This is because Asians are raised to be extremely
humble, and the Asian classroom is very competitive (Berk, 2012). This is a good
reminder to keep an open mind and to never judge a students mental health on their
success. Also, students of different ethnicities feel higher self-esteem where they are
more socially accepted (Berk, 2012). Students who are new to a school, whether that be
because they have moved up in grade level or because they are moving their home
location, also more prone to self esteem issues. This could be because their peer groups
are shifting around, and it could also be because they are getting less personal attention at
higher grade levels. Students who have low self-esteem can sometimes have grades slip,
so these students need support with their transition (Berk, 2012).

Goals
Engagement
Engagement in the classroom means that the educator is teaching in a way that will help
the students to learn a topic by keeping them involved. If students are not being properly
engaged, or if the teacher does not teach to a particular learning style properly, they are
not being allowed to learn at their greatest potential. Teachers should be aiding the
learning process, not hindering it by not teaching properly (AG 5).

It is important for an educator to link new and old ideas together because students can
grasp new ideas more easily if they can relate it to something they already
know. Linking two ideas can also bring more depth of understanding to the new topic. It
is especially effective to tie in students' personal experiences, because those experiences

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will be understood very well, and they will therefore make understanding the new idea
that much easier. It is important to encourage students to shape their own learning
because learning ultimately happens when the student decides to accept and idea. As
teachers, we can teach to a students own learning style, build a good relationship with a
student, engage a student very well, but it ultimately comes down to the student accepting
what we give them. Students need to approach new ideas with an open mind and a want
for new knowledge. If we teachers can establish ourselves as knowledgeable and
trustworthy, we can better help our students to keep that open mind and to accept what
we teach them.

Educators need to understand how their students learn in order to teach effectively. As a
future music educator, it is safe for me to assume that many of my students will know
how to learn by listening to music. That being said, some of my students might learn best
by reading or visually seeing something. If I can incorporate listening to recordings of
music, looking at scores on an overhead, and actually watching performances of pieces
we are working on, the odds of my students having a good understanding of the music are
higher. It is also good for a teacher to assess their students through discussion and
writing. If a teacher does not know how the students are thinking or what they know,
then there is no way to teach to their needs. I believe it is important to have students turn
in writing in addition to any discussions because some students communicate better
through writing and are more willing to say what they think if other students aren't
listening.

I am still unsure of how to incorporate assignments and composition into my future

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classroom. I also am unsure of how to engage students with learning or intelligence

disabilities. To learn more about incorporating assignments, I could read the Music
Educators Journal, which I subscribed to last year. They often listed ideas about how to
incorporate technology and other topics into your classroom, so I'm sure I could find
assignment ideas. To figure out how to incorporate composition, I plan on attending a
cNAFME meeting here at school coming up soon that will discuss just that. In order to
learn more about students with intellectual disabilities and learning disabilities, I could
read the Journal of Intellectual Disabilities, which talks in part about teaching strategies
for students with intellectual and learning disabilities.

Expertise
A teacher with expertise knows how to teach to different learning styles, what strategies
are effective and not effective, and understands the developing brain. It is important for
an educator to understand how students learn in order to teach properly (AG 2). For
instance, a music teacher who does not know any better might try to approach a problem
in the music by instructing the ensemble to play the part over and over until it is
correct. On the contrary, a music teacher with proper training will understand that to fix
a problem within an ensemble, you need to rehearse the specific section or group having
the problem, and have them play it correctly for you more than once. Students need
repetition to reinforce their learning. Teachers without the proper expertise might not
also know that the more ways a student can approach a subject, the better. For instance,
in order to help my students play a certain phrase more musically, I would not just tell
them to observe the dynamics on the page. In addition to that, I might ask them to tell me

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what the phrase makes them think of, maybe a picture, a landscape, a person, or a
scene. I might even demonstrate what I think the phrase should sound like by singing
it. The more you can have students come up with their solutions, the better. Standing up
in front of students and telling them how to play something is not teaching them how to
make music. That is telling them how to play it, almost like giving them the answers.

It is important for teachers to understand that students learn differently based on their
individual development. Some students that develop slower physically may have more
difficulty learning simply because of poor self-esteem. Additionally, some students may
have been raised in a manner that has caused them to be less stable and flexible mentally,
so these students will need more time and patience. Students who have not normally
developed emotionally may also struggle with learning. It is necessary to understand this
as an instructor, because if you don't know that development effects learning ability, then
you might think some students just are not trying as hard as others. For instance, a
student who has a hard time focusing and is not keeping up in class does not need to be
told that they are obviously not practicing enough and need to be more committed, but
rather told that you understand that they are working hard and to make sure they are
practicing without distractions.

Music teachers also need to understand that all students are at different abilities in terms
of their musical ability. Some students are ahead in some areas and behind in others. An
instructor with the proper expertise will know that because of this, you should not throw a
piece at the ensemble that you know the best player can play, but are not so sure about
the other players. The instructor should choose a piece that is challenging, but is also a

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reasonably achievable. The students should be allowed to have success if they work for
it. Teachers also need to be aware of how quickly certain individuals learn and the level
of musicianship in certain individuals. This will help the instructor to choose appropriate
pieces for the ensemble to work on.

As far as my expertise go, I am not certain how to go about teaching students that do not
want to learn and are unreceptive. To help me learn about this, I could attend a seminar
by Chick Moorman called "Motivating the Unmotivated". This could give me ideas of
how to involve these students, as well as how to keep them from giving up. I could also
take leadership classes to learn more about motivation.

Context
To me, context means that I understand that my students all come from different
backgrounds, both biological and ecological, and because of this, they will all have
different learning tendencies (AG 1). It is important for me as an educator to know and
appreciate these differences in my students. if I know these things, I will know how to
teach my students in a way that is individually specific. It is also good to show respect
for diverse talents. If I only pay attention to one talent, for instance finger dexterity, then
some of my other students that are not as dexterous might want to give up music because
they feel like they are failing at it. Just because my students might not all be dexterous
does not mean that they are not good at other aspects of music, such as musicality or
tone. If I can embrace all of these things, my students will see that they are all important
as a whole. Also, by supporting individual talents and diversity, I can help boost my
students' confidence and encourage them to further develop as musicians.

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My students need to be reminded of their strengths so that they can be confident of their
abilities on the instruments. If they are confident of this, they will be more receptive of
their weaknesses and have more motivation to work on those weaknesses instead of
giving up. I should also approach any mistakes my students make as learning
opportunities. Getting mad at my students for messing up sure might be a good motivator
to get better, but it creates a hostile environment, where some students could whither
under the pressure. If I keep a positive attitude, my students will feel encouraged, as well
as be more willing to make mistakes. If my students are afraid to make mistakes, they
will not have as many opportunities to learn.

Personally, I do not know how to approach student leadership. I feel that giving students
leadership opportunities is a great way to appreciate and developed individual talents, but
I have seen student leadership positions turn students bitter with jealousy and hate. To
learn more about student leadership, I could join the Association for Middle Level
Education. They address many different topics, one of them being student leadership.

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Works Cited

Berk, L. (2012). Infants, children, and adolescents. (7th ed., p. 403-4, 416-419,
422, 485, 510-12, 519, 545-546, 553, 580), Boston, Massachusetts: Pearson
Education Inc.
Bolger, K. E., Patterson, C. J., & Kupersmidt, J. B. (1998). Peer relationships and selfesteem among children who have been maltreated. Child Development, 69(4),
1171-1197. doi:10.2307/1132368
Eriks-Brophy, A., Durieux-Smith, A., Olds, J., Fitzpatrick, E. M., Duquette, C., &
Whittingham, J. (2012). Communication, academic, and social skills of young
adults with hearing loss. The Volta Review, 112(1), 5-35.
Greene, D. C., Britton, P. J., & Fitts, B. (2014). Longterm outcomes of lesbian,
gay, bisexual, and transgender recalled school victimization. Journal Of
Counseling & Development, 92(4), 406-417.
Neumark-Sztainer, D., Story, M., Hannan, P. J., Beuhring, T., & Resnick, M. D. (2000).
Disordered eating among adolescents: Associations with sexual/physical abuse
and other familial/psychosocial factors. International Journal Of Eating
Disorders, 28(3), 249-258. doi:10.1002/1098-108X(200011)28:3<249::AIDEAT1>3.0.CO;2-H
Perrin, E. M., Boone-Heinonen, J., Field, A. E., Coyne-Beasley, T., & Gordon-Larsen, P.
(2010). Perception of overweight and self-esteem during adolescence.
International Journal Of Eating Disorders, 43(5), 447-454.
Sodermans, A., & Matthijs, K. (2014). Joint physical custody and adolescents subjective

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well-being: A personality environment interaction. Journal Of Family

Psychology, 28(3), 346-356. doi:10.1037/a0036713

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All Grade Standards and Sub-standards References

Standard 1: Student Development and Diversity

Teachers of grades P12 have a broad and comprehensive understanding of
student development and diversity and demonstrate the ability to provide
instruction that is responsive to student differences and that promotes
development and learning for all students.

1.1

major concepts, theories, and processes related to the cognitive, linguistic, social,
emotional, physical, and moral development of students in grades P12, and
factors in the home, school, community, and broader environment that influence
student development.

1.2

knowledge of students' developmental characteristics and developmental

variation, and the ability to use this knowledge to inform instructional decision
making and promote student success.

1.3

typical developmental challenges for students from early childhood through grade
12 (e.g., in relation to independence, self-esteem, peer interactions, physical
development, self-direction, decision making, goal setting, involvement in risky
behaviors, and identity formation) and the ability to help students address these
challenges.

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Standard 2: Learning Processes

Teachers of grades P12 have a broad and comprehensive understanding of

learning processes and demonstrate the ability to facilitate student achievement.

2.4

knowledge of the role of positive relationships and supportive interactions as a

crucial foundation for working with children, with a focus on children's
individual characteristics, needs, and interests.

2.8

strategies for engaging students in generating and evaluating new ideas and novel
approaches, seeking inventive solutions to problems, and developing original
work.

2.9

strategies for promoting students' organizational and time-management skills and

sense of responsibility for their own learning, and the ability to use these
strategies to promote student success.

Standard 5: Learning Environment

Teachers of grades P12 have a broad and comprehensive understanding of

student learning environments and demonstrate the ability to establish positive,
productive, well-managed, and safe learning environments for all students.
5.1 the ability to create safe, healthy, supportive, and inclusive learning environments,

including indoor and outdoor environments, that encourage all students'

engagement, collaboration, and sense of belonging.

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knowledge of the characteristics and benefits of virtual learning environments,

online environments, face- to-face environments, and hybrid environments, and
the ability to work effectively in different types of environments to ensure student
learning and growth

5.5

knowledge of developmentally appropriate classroom management approaches

and positive guidance techniques, including relationships between specific
practices and student learning, attitudes, and behaviors, and the ability to use this
knowledge to create an organized, positive, and productive learning environment
that maximizes students' time on task; facilitates learning; and encourages student
self- regulation, responsibility, and accountability.