When learning about Pro Social and Moral Transgression, I found that children know more at a young age then what teachers credit them. For instance, "preschoolers have some understanding that behaviors causing physical or psychological harm are inappropriate" (Ormrod 90). Being a future high school teacher, I know that by the secondary education level, students should already know what is acceptable. Pro social, which is promoting the well-being of others, needs to be used more in the classroom. Not only from students, but teachers should also exercise this behavior when interacting with students. Sometimes, moral transgression, which is causing harm to another, is used blindly. When teachers dismiss students in an inappropriate way, the student can take this to heart. Chapter three opened my eyes to watch how I address students. Considering that this chapter talks about the emotions of guilt and shame being the first in child development, I would hate to be the productivity of guilt or shame to a student who doesn't deserve this treatment. As a teacher, I want to help promote the well-being of my students daily. I want to be a life-line and positive influence throughout their academic career. I think teachers need to spread more awareness in the classroom on moral/conventional transgression and pro social behavior. I know after reading chapter three, I will definitely establish this concept in my classroom.
I actually really enjoyed the chapter that we presented on; although, I believe that constructing a positive environment is necessary to foster prosocial behavior, I believe it is more important to facilitate these notions through younger students. Overall, it was extremely helpful to dig deep into moral and prosocial behavior.
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