1. Psychology Application Project Amber Broach CEPD 4101-01 Yan Yang

2. Background Information Ephesus Elementary School (Ephesus, GA-HEARD CO.) Ephesus Elementary School (Ephesus, GA-HEARD CO.) I focused my observation on my first placement. I was placed in a pre-kindergarten classroom. I focused my observation on my first placement. I was placed in a pre-kindergarten classroom. The classroom is predominantly girls. The classroom is predominantly girls. The age ranges are from 4-5 years. The age ranges are from 4-5 years. Almost all students are Caucasian and from lower income homes. Almost all students are Caucasian and from lower income homes. Most students are in non-traditional living arrangements (i.e. grandparents, foster parents) Most students are in non-traditional living arrangements (i.e. grandparents, foster parents)

3. “John” “John” is a 5 year old boy who comes from a non- traditional home. “John” is a 5 year old boy who comes from a non- traditional home. He is very advanced in math and reading. Is able to do all age appropriate sight words and can read simple sentences. He is able to recognize numbers/patterns and can do simple computations with ease. He is very advanced in math and reading. Is able to do all age appropriate sight words and can read simple sentences. He is able to recognize numbers/patterns and can do simple computations with ease. He acts out in class continuously throughout the day on a regular basis. He acts out in class continuously throughout the day on a regular basis.

4. Classroom Environment Para-professional routinely makes comment on behavior from previous days. Alludes to her belief that he is going to misbehave on the current day. Para-professional routinely makes comment on behavior from previous days. Alludes to her belief that he is going to misbehave on the current day. When student is asked why he has misbehaved he responds, “because everyone thought it was funny.” When student is asked why he has misbehaved he responds, “because everyone thought it was funny.”

5. Theory Teacher Expectancy Theory (Pygmalion Theory) Teacher Expectancy Theory (Pygmalion Theory) The idea that the greater expectation you place on a student the better they will perform. The idea that the greater expectation you place on a student the better they will perform. Teacher expectancies for students can be either negative or positive. Teacher expectancies for students can be either negative or positive. More likely to maintain existing tendencies than to create good behavior. More likely to maintain existing tendencies than to create good behavior. Students come to behave the way that is consistent with what the teacher expects. Students come to behave the way that is consistent with what the teacher expects.

6. Pygmalion Effect: Managing the Power of Expectations Watch Me :) Watch Me :) Watch Me :) Watch Me :)

7. Practical Application John’s poor behavior was based on the low expectancy that the para-professional established for him and his need to seek attention. John’s poor behavior was based on the low expectancy that the para-professional established for him and his need to seek attention. Each morning, I took him aside and thanked him for his good behavior. I re-established what constituted good behavior and encouraged that he was more than capable of doing what was expected of him. Each morning, I took him aside and thanked him for his good behavior. I re-established what constituted good behavior and encouraged that he was more than capable of doing what was expected of him. His behavior improved. His behavior improved. By giving him positive expectancy and individual attention I was able to meet his needs. His classroom behavior was improved when I followed out this technique. By giving him positive expectancy and individual attention I was able to meet his needs. His classroom behavior was improved when I followed out this technique.

8. References Rosenthal, Robert, and Lenore Jacobson. Pygmalion in the Classroom: Teacher Expectation and Pupil's Intellectual Development. Carmarthen: Crown House, 2003. Print Rosenthal, Robert, and Lenore Jacobson. Pygmalion in the Classroom: Teacher Expectation and Pupil's Intellectual Development. Carmarthen: Crown House, 2003. Print Rhem, James. "Pygmalion In The Classroom." The National Teaching & Learning Forum. Oryx Press, Feb. 1999. Web. 03 Apr. 2012.. Rhem, James. "Pygmalion In The Classroom." The National Teaching & Learning Forum. Oryx Press, Feb. 1999. Web. 03 Apr. 2012.. Eden, Dov. Pygmalion in Management. D.C. Heath: Lexington, MA, 1990. Eden, Dov. Pygmalion in Management. D.C. Heath: Lexington, MA, 1990. Pygmalion Effect: Managing the Power of Expectations. Pygmalion Effect Power of Expectations Video. Web. 05 Apr. 2012.. Pygmalion Effect: Managing the Power of Expectations. Pygmalion Effect Power of Expectations Video. Web. 05 Apr. 2012..