Crises and Rewards

[Logan Robinson]

The fourth graders in Mrs. McLaughlin’s class fall into Erikson’s Industry vs Inferiority in his theory of psychosocial development. According to Erikson, they are in the last couple years of a six year focus on school itself. Throughout these years the children are working on learning how to succeed in new skills and reach a level of competence instead of failing and feeling inferior. For the most part, Mrs. McLaughlin does an excellent job of creating a classroom with individualized support and removed concept of failure.

A couple things come to mind when I think of examples of healthy identity development interactions or atmospheres with the fourth graders. The first is a project the students started a couple weeks ago. Each student was given a paper cutout of a hot air balloon to color and then write a little blurb about their hopes and dreams. This activity made them think about their future while also asking a question that is individualized so the answer is always correct. When I walked in to the fourth grade hallway a week or so later, the class’s hot air balloons were posted above their cubbies for all to see their achievement.

The book library that sits neatly at the back of the room is another example of healthy identity development. In carefully curated bins, Mrs. McLaughlin offers students a chance once a week to pick out new books from both the non-fiction and fiction sides of the library. Each section includes a variety of interesting topics that the students can select from. During their daily 20 minute individual reading time, Mrs. McLaughlin pulls students one by one to discuss finding “the perfect book for me”. Instead of the frequently used “reading levels”, Mrs. McLaughlin helps the kids figure out tactics to find appropriate books for them without relation to where they “should be” or in relation to their peers. As a result of this method the kids always succeed as long as they are trying their best and reading. She is also great about identifying things each student is doing well or things she is proud of them about during these check-ins. However, they do do a computer program called Lexia most days that levels them based on their ability to complete various tasks successfully. The program includes reading comprehension, spelling, and basic grammar. I have noticed the kids comparing levels, which while not intentionally competitive, may pose an opportunity for a student to feel inferior.

Similarly, every Monday when the class comes back from lunch they get reading rewards. Each student who has cumulatively reached a multiple of 500 minutes of reading outside of class gets to pick from the book of reading rewards. These include: teacher’s chair for a day, special multi-color pen, free Culver’s ice cream, make a bookmark, homework pass, etc. While I really like this reward system, some of the kids do a lot of reading outside of class and are on their third reward while others are still working towards their first.

Before I transition to the discussion of me and Marcia’s stages, I wanted to mention a discussion I had with a student. He has grown accustomed to me coming over to read with him during their individual reading time and has a specific book that he waits for me to read it. We finished the book this week and after he wanted to tell me about his new house. While he seemed to be excited and made sure to tell me about his own room that he has for the first time, I couldn’t help but think about Erikson and crises. A move of any kind seems to me a bit of a crises as what you know has been upended. The student then reached in his basket for another book that he wanted to finish about a dog. Before we started reading I asked if he had a dog to which he got quiet before responding, “well, yes, but I don’t like to talk about it”. Another crises! I consoled him and said, “aw I’m sorry. That’s ok we don’t have to talk about it”. However, he continued, telling me that his dog went away when he was 9, but he (the student) is almost 10. He proceeded by telling me about living in the basement at his grandmother’s with her 19 cats, etc. I just found it interesting to listen to how he told me these stories in light of Nine and Erikson’s theories. It also made me really happy that he gets so excited to read with me and then wanted to share things going on in his life. I felt like an ally and that I am getting out of this what I’m putting in.

In regards to Marcia’s identity statuses I believe that I am in moratorium moving towards identity achievement. The biggest part of my identity that is up for debate is my occupation. I feel that that is the part of me keeping me in moratorium. I am currently a senior who has no idea or too many ideas of what she wants to do after college. I think I want to go into policy, potentially education policy, however this doesn’t really narrow down much. I have worked to explore various options, wavered and experienced/am experiencing crises. I just can’t commit. When it comes to my sexual identity, I experienced a crises and have now resolved or committed to that identity. Despite being in a current relationship, I have been in one and know what I want in a partner. Similarly, my religious and political beliefs have also gone through turmoil as my social circle has grown wider with college and I’ve had other experiences outside of the shelter of youth and family.I think, however, I have reached a point where all three of these things are resolved. I just have to figure out my future! Help haha 🙂

[Allegra Pihlaja]

I’m so glad to see that the fourth graders had an opportunity to think about their hopes and dreams and feel seen. That kind of individuality and healthy identity development is so important. When I was in my 2/3 class at Prairie Creek yesterday, I had a moment to look around the classroom and I also noticed that they had posters on the wall with each of the students’ hopes and goals for the year. They each had their photo attached (some creative choices!) and a list of their goals. I was so glad to see that they’ve had a chance to think about their own identities. Then, during choice time yesterday, Ved was drawing a track and his favorite track Olympian on a piece of paper. Nancy told me that he loves running and that one of his goals is to become better at running this year. I was so pleased to hear that Nancy paid attention to each student’s individual goals and remembered them. By allowing students to have freedom in their school days, there can be a lot of healthy development. It seems like Mrs. McLaughlin does this during reading time, too, which is great!

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