Practice Quiz :http://glencoe.mheducation.com/sites/0078745179/student_view0/unit2/chapter3/self-check_quizzes.html
|Mr. Goudy's Classroom||
Click on the following site for vocabulary help: http://quizlet.com/4226555/understanding-psychology-chapter-3-vocab-flash-cards/
Practice Quiz :http://glencoe.mheducation.com/sites/0078745179/student_view0/unit2/chapter3/self-check_quizzes.html
Describe theories of social development
Outline Kohlberg's stages of moral reasoning
What is the meaning of authoritarian family?
In a typical authoritarian family the key roles - father, mother, child - are rigidly defined. The parents have to be obeyed regardless of what they order. Children are discouraged from independent and critical thinking; the supreme virtue is obedience.
What is a authoritative family?
An authoritative family is warm,attentive and sensitive to the child
What is a permissive family?
A family where every member is free to make his/her decisions. There are no standing rules to follow.
Freud's Theory of Psychosexual Development
Freud advanced a theory of personality development that centered on the effects of the sexual pleasure drive on the individual psyche. At particular points in the developmental process, he claimed, a single body part is particularly sensitive to sexual, erotic stimulation. These erogenous zones are the mouth, the anus, and the genital region. The child's libidocenters on behavior affecting the primary erogenous zone of his age; he cannot focus on the primary erogenous zone of the next stage without resolving the developmental conflict of the immediate one.
A child at a given stage of development has certain needs and demands, such as the need of the infant to nurse. Frustration occurs when these needs are not met; Overindulgence stems from such an ample meeting of these needs that the child is reluctant to progress beyond the stage. Both frustration and overindulgence lock some amount of the child's libido permanently into the stage in which they occur; both result in a fixation. If a child progresses normally through the stages, resolving each conflict and moving on, then little libido remains invested in each stage of development. But if he fixates at a particular stage, the method of obtaining satisfaction which characterized the stage will dominate and affect his adult personality.
The Oral StageThe oral stage begins at birth, when the oral cavity is the primary focus of libidal energy. The child, of course, preoccupies himself with nursing, with the pleasure of sucking and accepting things into the mouth. The oral characterwho is frustrated at this stage, whose mother refused to nurse him on demand or who truncated nursing sessions early, is characterized by pessimism, envy, suspicion and sarcasm. The overindulged oral character, whose nursing urges were always and often excessively satisfied, is optimistic, gullible, and is full of admiration for others around him. The stage culminates in the primary conflict of weaning, which both deprives the child of the sensory pleasures of nursing and of the psychological pleasure of being cared for, mothered, and held. The stage lasts approximately one and one-half years.
The Anal StageAt one and one-half years, the child enters the anal stage. With the advent of toilet training comes the child's obsession with the erogenous zone of the anus and with the retention or expulsion of the feces. This represents a classic conflict between the id, which derives pleasure from expulsion of bodily wastes, and the ego and superego, which represent the practical and societal pressures to control the bodily functions. The child meets the conflict between the parent's demands and the child's desires and physical capabilities in one of two ways: Either he puts up a fight or he simply refuses to go. The child who wants to fight takes pleasure in excreting maliciously, perhaps just before or just after being placed on the toilet. If the parents are too lenient and the child manages to derive pleasure and success from this expulsion, it will result in the formation of an anal expulsive character. This character is generally messy, disorganized, reckless, careless, and defiant. Conversely, a child may opt to retain feces, thereby spiting his parents while enjoying the pleasurable pressure of the built-up feces on his intestine. If this tactic succeeds and the child is overindulged, he will develop into an anal retentive character. This character is neat, precise, orderly, careful, stingy, withholding, obstinate, meticulous, and passive-aggressive. The resolution of the anal stage, proper toilet training, permanently affects the individual propensities to possession and attitudes towards authority. This stage lasts from one and one-half to two years.
The Phallic StageThe phallic stage is the setting for the greatest, most crucial sexual conflict in Freud's model of development. In this stage, the child's erogenous zone is the genital region. As the child becomes more interested in his genitals, and in the genitals of others, conflict arises. The conflict, labeled the Oedipus complex (The Electra complex in women), involves the child's unconscious desire to possess the opposite-sexed parent and to eliminate the same-sexed one.
In the young male, the Oedipus conflict stems from his natural love for his mother, a love which becomes sexual as his libidal energy transfers from the anal region to his genitals. Unfortunately for the boy, his father stands in the way of this love. The boy therefore feels aggression and envy towards this rival, his father, and also feels fear that the father will strike back at him. As the boy has noticed that women, his mother in particular, have no penises, he is struck by a great fear that his father will remove his penis, too. The anxiety is aggravated by the threats and discipline he incurs when caught masturbating by his parents. This castration anxiety outstrips his desire for his mother, so he represses the desire. Moreover, although the boy sees that though he cannot posses his mother, because his father does, he can posses her vicariously by identifying with his father and becoming as much like him as possible: this identification indoctrinates the boy into his appropriate sexual role in life. A lasting trace of the Oedipal conflict is the superego, the voice of the father within the boy. By thus resolving his incestuous conundrum, the boy passes into the latency period, a period of libidal dormancy.
On the Electra complex, Freud was more vague. The complex has its roots in the little girl's discovery that she, along with her mother and all other women, lack the penis which her father and other men posses. Her love for her father then becomes both erotic and envious, as she yearns for a penis of her own. She comes to blame her mother for her perceived castration, and is struck by penis envy, the apparent counterpart to the boy's castration anxiety. The resolution of the Electra complex is far less clear-cut than the resolution of the Oedipus complex is in males; Freud stated that the resolution comes much later and is never truly complete. Just as the boy learned his sexual role by identifying with his father, so the girl learns her role by identifying with her mother in an attempt to posses her father vicariously. At the eventual resolution of the conflict, the girl passes into the latency period, though Freud implies that she always remains slightly fixated at the phallic stage.
Fixation at the phallic stage develops a phallic character, who is reckless, resolute, self-assured, and narcissistic--excessively vain and proud. The failure to resolve the conflict can also cause a person to be afraid or incapable of close love; Freud also postulated that fixation could be a root cause of homosexuality.
Latency PeriodThe resolution of the phallic stage leads to the latency period, which is not a psychosexual stage of development, but a period in which the sexual drive lies dormant. Freud saw latency as a period of unparalleled repression of sexual desires and erogenous impulses. During the latency period, children pour this repressed libidal energy into asexual pursuits such as school, athletics, and same-sex friendships. But soon puberty strikes, and the genitals once again become a central focus of libidal energy.
The Genital StageIn the genital stage, as the child's energy once again focuses on his genitals, interest turns to heterosexual relationships. The less energy the child has left invested in unresolved psychosexual developments, the greater his capacity will be to develop normal relationships with the opposite sex. If, however, he remains fixated, particularly on the phallic stage, his development will be troubled as he struggles with further repression and defenses.
Erikson's Theory of Psychosocial Development
1. Trust Versus Mistrust (birth - 1 year)
Is the world a safe place or is it full of unpredictable events and accidents waiting to happen?
Erikson claimed that in this stage the child will develop a sense of basic trust in the world and in his ability to affect events around him. The development of this depends on the consistency of the child’s major caregiver. If the care the child receives is consistent, predictable and reliable then the child will develop a sense of trust which he will carry with him to other relationships, and is able to feel secure even when threatened. Success in this stage will lead to the virtue of hope.
However, if the care has been harsh or inconsistent, unpredictable and unreliable then the child will develop a sense of mistrust and will not have confidence in the world around them or in their abilities to influence events. This child will carry the basic sense of mistrust with him to other relationships. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them.
2. Autonomy vs. Shame and Doubt (2 - 3 years)
The child is developing physically and becoming more mobile. Between the ages of one and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc.
Erikson says that this is the point at which the child can develop a certain amount of independence/autonomy. It is at this stage that the child needs support from parents so that repeated failures and ridicule are not the only experiences encountered. So, the parents need to encourage the child to becoming more independent whilst at the same time protecting the child so that constant failure is avoided.
A delicate balance is required from the parent .... they must try not to do everything for the child but if the child fails at a particular task they must not criticize the child for failures and accidents (particularly when toilet training). The aim has to be “self control without a loss of self-esteem” (Gross, 1993). Success in this stage will lead to the virtue of will.
If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world. If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their own abilities.
3. Initiative vs. Guilt (3 - 5 years)
These are particularly lively, rapid-developing years in a child’s life. According to Bee (1992) it is a “time of vigor of action and of behaviors that the parents may see as aggressive”. The child takes initiatives which the parents will often try to stop in order to protect the child. The child will often overstep the mark in his forcefulness and the danger is that the parents will tend to punish the child and restrict his initiatives too much.
Around age three and continuing to age six, children assert themselves more frequently. They begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children develop a sense of initiative, and feel secure in their ability to lead others and make decisions. Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. They may feel like a nuisance to others and will therefore remain followers, lacking in self-initiative.
It is at this stage that the child will begin to ask many questions as his thirst for knowledge grows. If the parents treat the child’s questions as trivial, a nuisance or embarrassing or other aspects of their behavior as threatening then the child may have feelings of guilt for “being a nuisance”.
Too much guilt can make the child slow to interact with others and may inhibit their creativity. Some guilt is, of course, necessary otherwise the child would not know how to exercise self control or have a conscience. A healthy balance between initiative and guilt is important. Success in this stage will lead to the virtue of purpose.
4. Industry (competence) vs. Inferiority (6 - 12 years)
Children are at the stage where they will be learning to read and write, to do sums, to make things on their own. Teachers begin to take an important role in the child’s life as they teach the child specific skills. It is at this stage that the child’s peer group will gain greater significance and will become a major source of the child’s self esteem. The child now feels the need to win approval by demonstrating specific competences that are valued by society, and begin to develop a sense of pride in their accomplishments.
If children are encouraged and reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his potential.
If the child cannot develop the specific skill they feel society is demanding then they may develop a sense of inferiority. Some failure may be necessary so that the child can develop some modesty. Yet again, a balance between competence and modesty is necessary. Success in this stage will lead to the virtue of competence.
5. Identity vs. Role Confusion (13 - 18 years)
During adolescence, the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc.
This is a major stage in development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he is. Erikson suggests that two identities are involved: the sexual and the occupational. According to Bee (1992), what should happen at the end of this stage is “a reintegrated sense of self, of what one wants to do or be, and of one’s appropriate sex role”. During this stage the body image of the adolescent changes.
Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into” the changes. Success in this stage will lead to the virtue offidelity.
During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. This sense of who they are can be hindered, which results in a sense of confusion ("I don’t know what I want to be when I grow up") about themselves and their role in the world.
6. Intimacy vs. Isolation (young adulthood)
Occurring in Young adulthood, we begin to share ourselves more intimately with others. We explore relationships leading toward longer term commitments with someone other than a family member. Successful completion can lead to comfortable relationships and a sense of commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression.
7. Generativity vs. Stagnation (middle adulthood)
During middle adulthood, we establish our careers, settle down within a relationship, begin our own families and develop a sense of being a part of the bigger picture. We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations. By failing to achieve these objectives, we become stagnant and feel unproductive.
8. Ego Integrity vs. Despair (old age)
As we grow older and become senior citizens, we tend to slow down our productivity, and explore life as a retired person. It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life.
Erik Erikson believed if we see our lives as unproductive, feel guilt about our pasts, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.
Kohlberg's Stages of Moral Development
Stage 1Obedience or Punishment OrientationThis is the stage that all young children start at (and a few adults remain in). Rules are seen as being fixed and absolute. Obeying the rules is important because it means avoiding punishment.
Stage 2Self-Interest OrientationAs children grow older, they begin to see that other people have their own goals and preferences and that often there is room for negotiation. Decisions are made based on the principle of "What's in it for me?" For example, an older child might reason: "If I do what mom or dad wants me to do, they will reward me. Therefore I will do it."
Stage 3Social Conformity OrientationBy adolescence, most individuals have developed to this stage. There is a sense of what "good boys" and "nice girls" do and the emphasis is on living up to social expectations and norms because of how they impact day-to-day relationships.
Stage 4Law and Order OrientationBy the time individuals reach adulthood, they usually consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one's duty and respecting authority.
Stage 5Social Contract OrientationAt this stage, people understand that there are differing opinions out there on what is right and wrong and that laws are really just a social contract based on majority decision and inevitable compromise. People at this stage sometimes disobey rules if they find them to be inconsistent with their personal values and will also argue for certain laws to be changed if they are no longer "working". Our modern democracies are based on the reasoning of Stage 5.
Stage 6Universal Ethics OrientationFew people operate at this stage all the time. It is based on abstract reasoning and the ability to put oneself in other people's shoes. At this stage, people have a principled conscience and will follow universal ethical principles regardless of what the official laws and rules are.
**Video from in class http://www.parents.com/videos/v/75754927/parenting-style-authoritarian-parenting.htm
Summarize the cognitive-development theory
Discuss how children develop emotionally
Why is peekaboo such an exciting game for my baby?
Because it mimics what he is just coming to understand about the
world: that objects and people still exist even when he can't see them (a jack-in-the-box is fun right now, too.). That's why he finds quick appearances and disappearances amusing. Understanding this concept, also known as object permanence, is an important milestone, and signals that your baby is making leaps in cognitive development — both his memory and his ability to think abstractly are growing.
Characteristics of the Sensorimotor Stage:The first stage of Piaget's theory lasts from birth to approximately age two and is centered on the infant trying to make sense of the world. During the sensorimotor stage, an infant's knowledge of the world is limited to his or her sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they were born with (such as looking, sucking, grasping, and listening) to learn more about the environment.
Object Permanence:According to Piaget, the development of object permanence is one of the most important accomplishments at the sensorimotor stage of development. Object permanence is a child's understanding that objects continue to exist even though they cannot be seen or heard.
Imagine a game of peek-a-boo, for example. A very young infant will believe that the other person or object has actually vanished and will act shocked or startled when the object reappears. Older infants who understand object permanence will realize that the person or object continues to exist even when unseen.
Substages of the Sensorimotor Stage:The sensorimotor stage can be divided into six separate substages that are characterized by the development of a new skill.
Reflexes (0-1 month):During this substage, the child understands the environment purely through inborn reflexes such as sucking and looking.
Primary Circular Reactions (1-4 months):This substage involves coordinating sensation and new schemas. For example, a child may such his or her thumb by accident and then later intentionally repeat the action. These actions are repeated because the infant finds them pleasurable.
Secondary Circular Reactions (4-8 months):During this substage, the child becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment. For example, a child will purposefully pick up a toy in order to put it in his or her mouth.
Coordination of Reactions (8-12 months):During this substage, the child starts to show clearly intentional actions. The child may also combine schemas in order to achieve a desired effect. Children begin exploring the environment around them and will often imitate the observed behavior of others. The understanding of objects also begins during this time and children begin to recognize certain objects as having specific qualities. For example, a child might realize that a rattle will make a sound when shaken.
Tertiary Circular Reactions (12-18 months):Children begin a period of trial-and-error experimentation during the fifth substage. For example, a child may try out different sounds or actions as a way of getting attention from a caregiver.
Early Representational Thought (18-24 months):Children begin to develop symbols to represent events or objects in the world in the final sensorimotor substage. During this time, children begin to move towards understanding the world through mental operations rather than purely through actions.
Video example of imprinting (click the following link) https://www.youtube.com/watch?v=4cSJHtatBGQ
Language video from class: www.youtube.com/watch?v=s9shPouRWCs
Timeline of Childhood Milestones
Smiles at the sound of your voice and follows you with their eyes as you move around a room
Raises head and chest when lying on stomach
Smiles at other people
Babbles, laughs, and tries to imitate sounds; holds head steady
Rolls from back to stomach and stomach to back
Moves objects from hand to hand
Responds to own name
Finds partially hidden objects
Sits without support, crawls, babbles "mama" and "dada"
Walks with or without support
Says at least one word
Enjoys imitating people
Walks independently, drinks from a cup, says at least 15 words, points to body parts
Runs and jumps
Speaks in two-word sentences
Follows simple instructions
Begins make-believe play
Speaks in multiword sentences
Sorts objects by shape and color
Gets along with people outside the family
Draws circles and squares
Rides a tricycle
Tells name and address
Jumps, hops, and skips
Counts 10 or more objects
Language Development ChartAge of ChildTypical Language Development
Click on the following links for review information and a practice test https://quizlet.com/10328476/understanding-psychology-chapter-10-flash-cards/
Click on the following link for test: glencoe.mheducation.com/sites/0078745179/student_view0/unit4/chapter10/self-check_quizzes.html
Flashcards (click the link) www.studystack.com/flashcard-2597923
In class questions:
1. Why might you be able to score better on a multiple choice than an essay test?
2. What does confabulation reveal about the way we recall information?
3. How does recall for children with eidetic memory differ from recall used by most adults?
4. Why do professional football teams often play loud noises during practices to prepare for games in noisy stadiums?
5. Is relearning a measure of declarative or procedural memory? Why?
6. Do long-term memories ever decay? Support your answer.
7. Why might someone block a memory subconsciously?
8. What are some possible explanations of infant amnesia?
9. How does elaborative rehearsal differ from maintenance rehearsal?
10. Why should you avoid studying subjects such as history and political science together?
11. If you memorized your shopping list by memorizing the first letter of each item, what technique would you be using?
The brain has tremendous capacity for storing and retrieving information.
Stored information is useless unless it can be retrieved from memory.
Once you have forgotten to send a card for your mother’s birthday, for example, it is not very consoling to prove that you have the date filed away in your brain.
We have all experienced the acute embarrassment of being unable to remember a close friend’s name.
There are few things in life more frustrating than having a word “on the tip of your tongue” and not being able to remember it.
The problem of memory is to store many thousands of items in such a way that
you can find the one you need when you need it.
The solution to retrieval is organization.
Because human memory is extraordinarily efficient, it must be extremely well organized.
Psychologists do not yet know how it is organized, but they are studying the processes of retrieval for clues.
Human memory is organized in such a way as to make recognition quite easy–people can say with great accuracy whether something is familiar to them.
The process of recognition provides insight into how information is stored
More remarkable than the ability to recognize information is the ability to recall it.
Recall is the active reconstruction of information.
Recall involves more than searching for and finding pieces of information, however.
Our recall seems to result from reconstructive memory.
Our memories may be simplified, enriched, or distorted, depending on our experiences and attitudes.
One type of mistake is called confabulation, which is when a person “remembers” information that was never stored in memory. If our reconstruction of an event is incomplete, we fill in the gaps by making up what is missing. Sometimes we may be wrong.
Occasionally our memories are reconstructed in terms of our schemas.
These are conceptual frameworks we use to make sense of the world.
They are sets of expectations about something that is based on our past experiences.
About 5 percent of all children do not seem to reconstruct memories actively.
They have an eidetic memory–a form of “photographic memory”–an ability shared by few adults.
Children with eidetic memory can recall very specific details from a picture, a page, or a scene briefly viewed.
State-dependent learning occurs when you recall information easily when you are in the same physiological or emotional state or setting as you were when you originally encoded the information
Interference refers to a memory being blocked or erased by previous or subsequent memories.
elaborate rehearsal the linking of new information to material that is already known
mnemonic devices techniques for using associations to memorize and retrieve information
IN CLASS VIDEO How to become a memory master www.youtube.com/watch?v=9ebJlcZMx3c
Brain Games video "Memory
The Processes of Memory
-The storage and retrieval of what has
been learned or experienced is memory.
-To recall information, you use three memory processes.
-•The first memory process is encoding–the transforming of information so that the nervous system can process it.
memory: the storage and retrieval of what has been learned or experienced
encoding: the transforming of information so the nervous system can process it
-After information is encoded, it goes through the second memory process, storage.
-This is the process by which information is maintained over a period of time.
-The amount of information stored depends on how much effort was put into encoding the information.
storage:the process by which information is maintained over a period of time
-The third memory process, retrieval, occurs when information is brought to mind from storage.
-•The ease in which information can be retrieved depends on how efficiently it was encoded and stored (as well as on other factors such as genetic background).
retrieval: the process of obtaining information that has been stored in memory
Three Stages of Memory
- Once the senses encode a memory in the brain, the brain must hold on to the input and store it for future reference.
- Psychologists distinguish three types of memory–sensory, short-term, and long-term–each of which has a different function and time span.
In sensory memory, the senses of sight and hearing (among other senses) are able to hold an input for a fraction of a second before it disappears.
Sensory memory serves three functions:
prevents you from being overwhelmed.
gives you some decision time.
allows for continuity and stability in your world
sensory memory: very brief memory storage immediately following initial reception of a stimulus
The things you have in your conscious mind at any one moment are being held in short-term memory.
Short-term memory does not necessarily involve paying close attention.
short-term memory: memory that is limited in capacity to about seven items and in duration by the subject’s active rehearsal
maintenance rehearsal: a system for remembering involving repeating information to oneself without attempting
to find meaning in it
chunking: the process of grouping items to make them easier to remember
primacy-recency effect: refers to the fact that we are better able to recall information presented at the beginning
and end of a list.
Semantic memory is our knowledge
of language, including its rules, words,
and meanings; we share that knowledge with other speakers of our language.
•Episodic memory is our memory of
our own life–such as when you woke up this morning.
Declarative memory involves both episodic and semantic memory.
•Procedural memory does not require conscious recollection to have past learning or experiences impact our performance.
Link to video we watched in class today:www.youtube.com/watch?v=R7iN71uJcG0
SYLLABUS Dear Students, Parents and Guardians:
I would like to take this opportunity to welcome you and share some procedures that should be followed in this class.
Course of Study: -Approaches to Psychology / Life Span
-Workings of Mind and Body
-Learning and Cognitive Processes
-Stress and Health
Materials: Textbook, pen/pencil, paper, notebook, folder and an agenda should
always be brought to class. Textbooks must be covered.
Grades: Grades for this class will consist of the scores earned on quizzes, tests,
in-class assignments, and projects. Homework will not be reflected in your grades. However, you should expect homework two to four times a week. Although it will not be scored homework is good preparation for quizzes and tests. I believe that the more often you practice and the more effort you put into each practice, the better your scores and consequently your grades will be. Grading breaks down each nine weeks as followed: 50% quizzes/projects, 50% test. There will be an end of course exam worth 10% of the overall grade.
If absent it is the student’s responsibility to obtain and complete any missing work. A schedule will be posted in advance and assignments should be written into the student’s agendas. Students can ask their peers for notes missed on a given day. I realize an occasional absence will occur however, it is very important that students attend class.
If you ever need more help go to my web site at
http://mrgoudysclassroom.weebly.com/ you will find extra information to
help you understand my lessons.
As the parent or guardian of one of my students you too have some responsibility. I will communicate your child’s grade through progress book. I will keep an up-to-date record on progress book so you can check it daily to see how they are doing in my class. If you do not have a computer at home I am reminding you that our public library has computers. Your child will also bring home a midterm report card and an end of the nine week report card that will show their grade in my class. Your child will be given back their old tests and quizzes. You should see graded work at home. If you are not seeing any graded work come home then there is a problem and your child is hiding their grades from you, same with the report cards. Your responsibility is to know how your child is doing in my class. If you don’t know or have a question then you need to call me at the school (330)674-6085 or email me at email@example.com. Don’t trust your child to tell you how they are doing; find out for yourself! Get on-line and check their grade or get a hold of me. Be a caring and involved parent and take an active role in your child’s education. Please do not wait for me to contact you. With so many students I may not contact you individually, but I will keep grades up-to-date and be available to respond to emails or phone calls. The best time to reach me is 7:00am – 7:30am or 2:38pm – 3:00pm.
Thank you in advanced for your
active role. Let’s make this a great
------------------------(only bring back the bottom section)----------------------
BRING BACK TO MR. GOUDY
Student’s name: _____________________________________________
Yes, my child has shown me the SYLLABUS for the class and I understand my responsibility as the parent/guardian.
Parent’s name: ______________________________________________
How to fold a paper book cover (click the link)www.youtube.com/watch?v=5fpaUSjqXro
Have a wonderful summer! Read a great book and expand your mind Former students it was great working with you. New students getting ready for the fall I can't wait to meet you and get started. See you August!
What you will need for class in the fall:
1. Desire to learn
2. Notebook or three ring binder and paper
3. Something to write with
4. Textbook must be covered and brought to class everyday
Links that may help