Identity TIPR

1. I have seen a couple of Erikson's stages in the classroom. I have seen trust in the classroom as the students have been allowed to bring technology into the classroom and use it to work on a lesson. The teacher let the students use their phones to interact with each other and complete the Kahoot that they had created. This allows the students to develop trust in themselves, their group, and the teacher for allowing them to use technology in the classroom. The group trust develops because each student is given the responsibility to be accountable to themselves and each other. Since you can only use one phone per group, this works rather well on  the teacher's part. Another stage I saw at work while observing is the stage of identity vs. role confusion. The students are able to have their identity be fluid as they learn different ways to actually approach their identities. In the classroom, the teacher used the book Anthem to help them see the world in a different light. She asked the students to look at themselves and their current society in a different light as they worked through the novel. She had the students think about how the society in the novel works with our current society, and how we might change things if we lived in that society. Through this process, the students are able to challenge their own identities and how they work in society. The students are also allowed to ask the question of if they are independent. After they discussed Anthem, the teacher showed a clip from a movie to help them see a similar society in a different concept. The students were then asked to create a venn diagram to compare and contrast the two societies. Since the students were able to work on their own, they were able to feel independent and internalize the information more. On the other hand, Marcia's stages are also at work here. I think that the students are living mostly in identity foreclosure. The students are picking their identities based on the environments that they are in. For example, one student when in the literature class that I observed, is consistently loud, off task, and disruptive. The next class period was his English class.  In this environment, the student was quiet, attentive, and on task. The student switched identities based off his environment. He probably chose his identity way too fast, and was found wearing identity masks, which is part of the definition of identity foreclosure.
2. I think the student's needs in this area lies more in feeling a need for industry. Each student, while they were doing great work in the classroom, were not given very much feedback or pride in their work. In fact, on this specific day I was there, a test they had taken had been returned. There was no feedback on any of the student's test, and required the students to come to her at a separate time in order to understand what they did well or could improve. This left the students feeling unsettled about their grades. I think they could reach a bigger sense of industry which creates pride in their work, if they knew what their teacher thought of them in a way that allowed the students to have that immediate satisfaction. I think that the student's need to know more that it's okay for them to have different identities and understand that they can still get along with their peers, that they don't need to revert to what their peers are doing in order to fit in.
3. I think I could combat this when I teach a mini lesson through giving more feedback to the students. I would allow more autonomy by giving the students time to work, and then giving them feedback after they complete the assignment. This would help the students with their industry.