Brianna Beaupr

DSP

Developmental Standards Project

Brianna Beaupr
EDPS 250-2
Swanson

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Introduction
I hope to one-day work as a high school band director therefore, I will be working with many
students that all learn and have developed differently. To understand how I can best reach each
student, I have researched self-esteem, bullying, brain development, abuse, nutrition,
achievement, divorce, and intellectual disabilities to demonstrate my understanding of INTASC
1.
INTASC 1: The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Developmental Research
Self-Esteem
Self-esteem plays a huge part in each individuals life. Self-esteem is how we view our own selfworth and how that makes us feel. We can make an overall judgment of ourselves, but we usually
also have judgments for certain aspects of our selves. Relationships, academic achievement,
behavior, and more are all affected by these judgments because they add up to self-esteem (Berk,
2012). It is easy to see how our feelings of self-worth can affect so many areas of our lives.
Research explains how a change in self-esteem is related to depression (Steiger, Allemand,
Robins, & Fend 2014). This was a longitudinal study conducted over 23 years in Germany using
both males and females. The study finished with a total number of 1,790 participants. They were
assessed on their self-esteem each year from the age of 12 to the age of 15 and then on

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depression at the age of 16 and 35. The participants were asked to rate themselves on questions
asking about their physical appearance and academic competence as well as global self-esteem
(overall). The experiment found that a change in self-esteem had a higher affect on depression
later in life than level self-esteem. This means that when self-esteem decreased during
adolescence, depression was more prevalent when it was tested at 35 years of age. This shows
that intervention during the adolescent years can help to prevent depression later in life (Steiger
et al., 2014).
Instructional Decision
High school is such an important time in a students life. Physical, mental, and emotional
changes can happen very rapidly during this time. It can be very hard to adjust to thus causing
changes in self-esteem. As a high school teacher, I can have an affect on the students I teach and
how they feel about themselves. For example, if I constantly were to put down a student, that
would probably have a negative affect on how they view themselves, especially if other students
believed what I was saying was true. Then the student I dont like may not make friends in that
class now. When I am a teacher, I plan on being very supportive to my students. When it comes
to music and playing with or in front of others, support is essential in creating a good
environment and experience for the player. If there is a student not doing very well and I know
that they have lower self-esteem, then instead of calling them on it in class, I may pull them aside
after class and discuss where I want them to be, and how we can work on getting them there (AG
1.3). It is very important to know each student and what will work best for him or her
individually (AG 1.2).
Developmental Research
Bullying

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Environment plays a big part in bullying. In a school, more than just more than just the
students create the environment; teachers and staff are big contributors too. When
researchers recorded bullying happening with fourth through sixth graders, teachers only
went to stop the harassment 15 to 18 percent of the time (Berk, 2012). Also, around 20 to 30
percent of onlookers encourage bullies (Berk, 2012). A research study set out to see just how
much teachers and staff can affect bullying in schools (Espelage, Polanin, & Low, 2014). A study
was conducted involving 3,616 6th grade students and 1,447 teachers from Kansas and Illinois.
The majority of the children were 11 years of age. Students took a survey that was read aloud to
them while the staff and teachers took the survey online. The teachers and staff answered
questions about, student intervention, staff intervention, perceptions of aggression as a whole,
school commitment to bully prevention, positive teacher-staff-student interaction, and finally,
gender equity or intolerance of sexual harassment. Students on the other hand, were asked
questions about bullying perpetration, physical aggression, peer victimization, and willingness to
intervene in bullying episodes (Espelage, Polanin, & Low, 2014). The results showed a few
different things. One result was that a higher perception of staff intervention in bullying led to
more students reporting a willingness to intervene but not less bullying or aggression. But when
staff thought that the administration supported bullying or violence prevention, there was less
bullying, aggression, victimization, and more willingness to intervene. Finally, where teachers
and staff thought aggression was a problem, it actually was a greater problem (Espelage et al.,
2014).
Instructional Decision
Bullying, while it maybe impossible to stop completely, can be lessened and handled using
various methods. The first way of preventing bullying is to create a supportive environment

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where any type of bullying is not allowed. Secondly, the teachers and staff and administration
need to have a plan in place for when they encounter bullying and how to deal with it. There are
training programs that are available for this. Also, they need to support each other and be
consistent in how they handle bullying (AG 1.1). Consistency is key here. If the students
perceive any weakness from a teacher or group of teachers, then bullying will increase because
they know that they are more likely to get away with it. I will not tolerate any type of bullying as
a teacher. The moment I see aggression or victimization I will take immediate action to stop
things and solve the issue (AG 5.1). My class and hopefully school will be a bully free zone.
Developmental Research
Brain Development
The brain is very capable of changing when the child is younger due to brain plasticity. IF
an area is damaged and the sides havent been lateralized then another area of the brain
can take over for the damaged area. There are sensitive periods to brain development,
which is why this study was done (Berk, 2012). Studies have been done on adolescent children
to see how music can change their brain and language skills among other things, but not very
many have been done on infants. An experiment had 34 families consisting of an infant that was
6 months old and parent(s) (Gerry, Unrau, & Trainor, 2012). They were split into two groups,
Active and Passive. Each group would go to an hour long, weekly class for 6 months. The Active
class participated in active music-making Suzuki style. (Suzuki is the method used to teach
young children.) The parents and infants built up a list of songs. In the Passive class, the parents
did normal playing activities with their infants while music played in the background (Gerry,
Unrau, & Trainor, 2012). When this was done, the infants were tested. There were two speakers

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at a 45-degree angle to the baby on either side. When a button was pushed, the speaker would
light up showing a toy inside and playing a control song. When the other button was pushed the
same thing would happen, but this time the song playing would be the one that was changed. The
song was changed by changed the tonality of every other beat. They measured how long the
children spent looking at each speaker. This happened for 20 trials. The results showed that the
infants in the Active class that had been actively music making with Western tonal music
preferred the version of the song that was Western tonal. The infants in the Passive class showed
no preference to each song. The study also found out that infants in the Active class showed less
distress with novel objects and were more easily soothed (Gerry et al., 2012).
Developmental Research
Abuse
Abuse and maltreatment can cause children to be impaired in the development of
emotional self-regulation, empathy and sympathy, self-concept, social skills, and academic
motivation. These children can become aggressive and commit violent crimes. They can
also show peer difficulties and adjustment problems (Berk, 2012). Research examines the
difference in aggression that girls and boys display and how their reactions differ from the abuse
they suffered from (Cullerton-Sen et al., 2008). 410 children completed this research while
attending a weeklong day camp for inner-city youth. There were 123 maltreated boys, 90
nonmaltreated boys, 88 maltreated girls and 109 non-maltreated girls all aged 6-12. The children
did different activities that assessed their behavior, and they assessed each other through peer
ratings of aggression and peer nominations of aggression. The camp counselors also did
assessment on the children, with no knowledge of who had been maltreated or non-maltreated.

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The results showed that maltreated boys were more physically aggressive than any other group
while maltreated girls used more relational aggression that any other group (Cullerton-Sen et al.,
2008). Relational aggression is a more subtle form of aggression that uses relationships to
manipulate or damage others. The children that were physically abused had higher levels of
physical aggression than those that werent physically abused. Sexual abuse was associated with
relational aggression in girls, but not in boys (Cullerton-Sen et al., 2008). Boys and girls handle
abuse differently, with different levels of physical aggression and relational aggression. They
also handle the type of abuse differently.
Developmental Research
Nutrition
A well balanced diet provides lots of energy. Healthier foods often leave a person feeling better
and more focused than when eating junk foods. Mild nutritional deficits can affect cognitive
functioning (Berk, 2012). A longitudinal study was conducted over the course of two years at
four schools in Finland. Two of the schools were control and the other two were experimental.
The control schools - one urban and one rural followed the national core curriculum objectives.
The experiment schools one urban and one rural used an ICT-based learning environment.
ICT stands for information and communication technology (Rih, Tossavainen, Turunen,
Enkenberg, & Kiviniemi, 2012). This means that they were able to use technology during class
to do projects and find information on what they were learning in class. A survey was taken at
the beginning of seventh grade and then during ninth grade. A total of 167 students, both male
and female participated. Results showed that the students in the experimental groups were much
more educated in the area of general nutrition, carbohydrates, and fats (Rih et al., 2012). Many

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of the students from both schools began to eat more healthy foods, but those from the
experimental schools chose healthier food at a much higher rate than those at the control schools.
They also began to limit their intake of unhealthy foods. This study shows that giving students
the necessary information and not a set of rules can change their eating habits.
Instructional Decision
I would love to get the community and the whole school involved in a program like this. If
everyone is supportive of a nutrition class that uses ICT or information and communication
technology then the students would be much more aware of what they are putting into their
bodies and how that can affect them. I wish to teach high school, which is usually when students
can purchase from a wide variety of both healthy and unhealthy food items with no one to
supervise them. They dont always think or know the consequences of their choices, but with a
class like this they will at least be informed (AG 2.7). Not only that, but if the community was
involved then more than just the students would have a chance at becoming healthier. This would
be a great model for the students (AG 5.2). Imagine if their parents could partake in some of the
class if they wanted. Then, if they made healthier choices it is probable that their children would
too. Obesity is a huge problem in this country, especially childhood obesity. Setting up programs
like this would benefit so many. I would be a model too. My students wont see me drinking soda
or eating junk food at random times during the day.
Developmental Research
Achievement
Research suggests that active music participation can produce lasting gains in mental test scores.
There are short-term affects of listening to Mozart right before a test, but not enough of one to

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really make a difference. Taking lessons can lead to small increases in intelligence (Berk, 2012).
One research study set out to analyze the connection of academic achievement and music
involvement. They wanted to see how music participation in school, outside of school, and
having parents attend concerts would change or affect this connection to achievement (Southgate
& Roscigno, 2009). This was a longitudinal type study. The researchers used information from
the Department of Education and National Educational Longitudinal Studies. They looked at
information from about 12,157 students ranging in age from kindergarten through high school
and beyond. Their study found that music was positively associated with math and reading
scores. Reading was positively associated with participation outside of school and music
participation in school. Math scores were positively related with music participation in school
and parental attendance at concerts (Southgate & Roscigno, 2009). This research shows that any
form of music participation can help with math and reading in school.
Instructional Decision
Different activities would be a great way of developing the brain. Sight-reading is where I give
them a brand new piece of music and they read it straight through right away. This gets a lot of
the brain working really hard because it is trying to process all new stuff very quickly while
relating it back to old material at the same time. Another activity could be that everyone gets to
try a new instrument for a day or two. Learning an instrument has been proven to increase brain
function in many areas. I could offer free lessons to anyone that wants to get a beginning level of
ability on another instrument. Having them analyze music that they hear or can see would be
helpful in getting their brain working also. There are so many activities that we could do in order
to increase their brain function more than it is, and hopefully get them higher grades in other
classes at the same time (AG 2.1).

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Developmental Research
Divorce
Young children tend to blame themselves for a parents divorce. Older children can often act out
with very strong emotions. They can become depressed, start losing academic achievement, run
away, and engage in early sexual activity (Berk, 2012). It can be very hard to deal with those
emotions, especially at that age. A study was done where music was used in divorce groups for
children. It was thought that music would have a great impact on the childrens levels of
depression, anxiety, and irrational beliefs about divorce. It was thought that music could help the
children to express their feelings and practice coping skills. It was hoped that it would be
therapeutic and make the group process easier and more connected (Delucia-Waack & Gellman,
2007). The study used 67 boys and 67 girls from kindergarten through sixth grade from a
divorced and/or separated family. The children completed a survey that graded peer ridicule,
avoidance, paternal blame, fear of abandonment, hope of reunification, and self blame before the
first group session, immediately after the last group session, and three months after the group
ended. The children were then slip into groups that were then assigned either eight weeks of the
group with music, or eight weeks without music. Both groups followed the same program, but
the music group used specific songs that could be used by the children when they left for coping.
The songs would introduce a topic and close sessions. The children were reminded of coping
skills during this time. The results showed that while many children had lower levels of anxiety
and depression and that irrational beliefs were lowed, music didnt have any significant effect on
the participants. One thing that this study did find though, was that irrational beliefs have a huge
impact on pre- and post- depression scores (Delucia-Waack & Gellman, 2007). This allows for
better knowledge of how to design these programs in the future.

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Developmental Research
Intellectual Disabilities
There can be so many differences in brain development. Some people develop slowly while other
develop faster than normal. Everyone learns differently and thinks in different ways. Some
people struggle with learning in general and have a disability (Berk, 2012). Research was
conducted to find out if the setting of schools has anything to do with the perspective that some
children have towards those that are intellectually disabled (Georgiadi, Kalyva, Kourkoutas, &
Tsarkiris, 2012). A total of 256 students aged 9-10 were divided into two groups. One group was
inclusive with 135 students in this group while the other was non-inclusive and had 121 students.
The inclusive group went to school with intellectually disabled children and had class with them,
while there were no intellectually disabled students in the school that the non-inclusive students
went to. All of the students participating took a questionnaire and drew a picture of a child with
an intellectual disability. They were then asked to comment on their own photos and do an
adjective list. Results show that while typically developing students had neutral attitudes about
peers with intellectual disabilities, the students from the inclusive school had more positive
attitudes and used less negative adjectives to depict them than the other students. Inclusive
students also drew pictures that were more representative of a child with Down syndrome than
the non-inclusive students (Georgiadi, et al., 2012). This research shows that it is important to
explain to all students about intellectual disabilities so they can understand what that means.
Some of the children from the non-inclusive school werent sure what the disability was and
drew children that looked a little more like monsters. These children were only 9 and 10, but
these misconceptions, if never corrected can lead to negative feelings and bullying later in life
because they dont understand and have stereotypes.

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Instructional Decision
My high school had a few programs that I would love to start wherever I end up teaching. I
would do the spread the word to end the word campaign. This is a campaign designed to not
only end the use of the word retarded as an insult in everyday language, but also to inform
students and society that those children with intellectual disabilities are the same as everyone
else. They have feelings and dont appreciate having a term for their condition being used in such
a negative and horrible way. The campaign was a big deal at my school with students able to sign
posters in support and videos made by intellectually disabled students at our schools to get the
message out. Another program that I would hope to help setup is Best Buddies. This is a program
that pairs one student without a disability with another that has a disability. They do things like
eat lunch together and get together after school. They sometimes do fun events like bowling and
pizza. They have spaghetti night where anyone can go and eat with them. This program helps to
bridge the gap between students, especially because students with disabilities dont always get to
interact with other students (AG 2.4). Sometimes they can only be in the special education
department and only have a few friends from this section. This allows everyone to get to know
each other and have a great time together. In my classroom I hope to create an atmosphere that is
supportive of any student with any disability. I will not tolerate bullying in any shape or form and
will expect all of my students to respect each other. Maybe I can give a student with an
intellectual disability a mentor or someone who can help keep them organized and ready to go
for class (AG 5.5). This way they have less to worry about.
Goals

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As a future music educator it would be really easy for me to let the students leave class being
only players and not musicians. They could come into class, play the notes written on the page,
and leave. That however, isnt furthering their education and is instead holding them back from
being the musicians they could be. That is why it is so important to make connections with
students and encourage them to learn on their own also. A piece of music is so much more that
what is written on the page. My students will find out who wrote the music, when they wrote it
and why. We will then find ways to connect that information to our lives and other musical
experiences because if I can get them to see how one piece of music is related to another then
their interpretation of the music is enhanced. They can better understand how the piece develops
and the emotions behind it. Having a lot more discussion time in class to make connections with
the music will hopefully encourage them to further find similar material and other musical
connections on their own. Teaching using many different ways of presenting will help them to be
engaged and learn more easily. Not all students learn the same. My lessons will involve reading,
hearing, and experimenting in order to engage as many students as I can and make the material
accessible (AG 5).
My weaknesses include my own lack of knowledge. I dont yet have a firm grasp of all things
music, but am working on that through my class. Another weakness will be to come up with new
things to do. Music rehearsals tend to follow the same pattern repeatedly. I want to be able to
surprise my students with the different ways that we will learn things and go about having
rehearsal. One thing that will help is staying a member of NAFME (national association for
music educators). This association regularly gives great advice on creating new ways to teach
music and keep an engaging classroom. It also allows for many connections to other educators.
NAFME has yearly conferences scheduled that have workshops and lectures to attend. There is a

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conference coming up in the next few months that I could attend and start developing
connections to other educators that can further help me in my endeavors. There are many other
associations to join also, including NBA (national band association) and journals to read such as
the Journal of Music, Technology, and Education.
Many people are experts in a certain field. This does not mean that they can effectively teach
anyone else the materials though. Expertise means knowing the subject and how to teach it to
others. For a teacher, it is very important to understand not only the subject, but also how
children learn differently and what affects their learning. It is very hard to teach a class
effectively if the teacher doesnt understand how to present the information in a way it can be
absorbed. If a teacher can understand that some of the students are aural learners then they can
incorporate elements of listening into their lesson. Many students are visual learns and so the
teacher can use power points and videos when teaching. Some people need the teacher to include
physical elements while others want a teacher that is sympathetic to them and their questions.
There is no way to know all of these things unless they are an expert on how to identify what
stage of development each child is at and how they learn best. When a teacher is inefficient at
teaching everyone becomes frustrated and the environment and learning suffers greatly. That is
why it is so important to have someone who is more than just a master at a subject. They need to
be a master at teaching the subject also (AG 2).
My weakness is that I am not yet an expert in my field. Once I have taught for a few years, I
would then like to get my Masters degree in music education. I want to keep teaching during
this time. Throughout my whole career as a teacher I hope to always be a part of NAFME
(national association for music educators) as well as attend many conferences and workshops

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held for music educators. I want to constantly push myself to always learn new things so I can
become an expert in my field.
Context, for me as a music educator, will mean being aware of how each student learns and how
the environment they are exposed to outside of the classroom affects them. Environment plays a
huge role in that childs life, including how they learn and perform in the classroom setting. I
cant assume that all of my students will learn the same way and at the same pace because they
have a different cultural, social and biological environment. I have to come up with many
different ways of teaching something in order to reach as many students as I can. It is up to me to
adapt to them and not the other way around. To fully understand their context I also need to
understand my community. We will all share the same community therefor, the better I know it,
the better I will be able to understand my students and their lives and perspectives (AG 1).
My weakness is lack of experience in this area. I understand what context means and I taught
other students my age and a few years younger in high school, but that was when we were
friends and stressing over the same things. I knew them on a personal level. Teaching will be
different because we will be on different levels and so learning about their environment outside
of the classroom will be more difficult. What will help is getting involved in my community.
This means volunteering and going to events like concerts, town meetings, sports game, and
anything else that happens. Another thing that will help is if I join the NBA which is the National
Band Association because this is a group that is catered more towards the field I will be entering.

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Works Cited
Berk, L. (2012). Infants, children, and adolescents. (7th ed., p. 33, 44, 169, 366, 367, 403, 416,
454, 502, 511), Boston, Massachusetts: Pearson Education Inc.
Cullerton-Sen, C., Cassidy, A. R., Murray-Close, D., Cicchetti, D., Crick, N. R., & Rogosch, F.
A. (2008). Childhood Maltreatment and the Development of Relational and Physical
Aggression: The Importance of a Gender-Informed Approach. Child Development, 79(6),
1736-1751. doi:10.1111/j.1467-8624.2008.01222.x
Delucia-Waack, J. L., & Gellman, R. A. (2007). The efficacy of using music in children of
divorce groups: Impact on anxiety, depression, and irrational beliefs about
divorce. Group Dynamics: Theory, Research, And Practice, 11(4), 272-282.
doi:10.1037/1089-2699.11.4.272
Espelage, D. L., Polanin, J. R., & Low, S. K. (2014). Teacher and staff perceptions of school
environment as predictors of student aggression, victimization, and willingness to
intervene in bullying situations. School Psychology Quarterly, 29(3), 287-305.
doi:10.1037/spq0000072
Georgiadi, M., Kalyva, E., Kourkoutas, E., & Tsakiris, V. (2012). Young children's attitudes
toward peers with intellectual disabilities: Effect of the type of school. Journal Of
Applied Research In Intellectual Disabilities, 25(6), 531-541. doi:10.1111/j.14683148.2012.00699.x
Gerry, D., Unrau, A., & Trainor, L. J. (2012). Active music classes in infancy enhance musical,
communicative and social development. Developmental Science, 15(3), 398-407.
doi:10.1111/j.1467-7687.2012.01142.x

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Rih, T., Tossavainen, K., Turunen, H., Enkenberg, J., & Kiviniemi, V. (2012). Effects of
nutrition health intervention on pupils' nutrition knowledge and eating
habits. Scandinavian Journal Of Educational Research, 56(3), 277-294.
doi:10.1080/00313831.2011.581688
Southgate, D. E., & Roscigno, V. J. (2009). The impact of music on childhood and adolescent
achievement. Social Science Quarterly, 90(1), 4-21. doi:10.1111/j.15406237.2009.00598.x
Steiger, A. E., Allemand, M., Robins, R. W., & Fend, H. A. (2014). Low and decreasing selfesteem during adolescence predict adult depression two decades later. Journal Of
Personality And Social Psychology, 106(2), 325-338. doi:10.1037/a0035133

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All Grade Standards and Sub-standards References

Standard 1: Student Development and Diversity
Teachers of grades P12 have a broad and comprehensive understanding of student
development and diversity and demonstrate the ability to provide instruction that is
responsive to student differences and that promotes development and learning for all
students.
1.1

Major concepts, theories, and processes related to the cognitive, linguistic, social,
emotional, physical, and moral development of students in grades P12, and factors in the
home, school, community, and broader environment that influence student development

1.2

Knowledge of students' developmental characteristics and developmental variation, and

the ability to use this knowledge to inform instructional decision making and promote
student success

1.3

Typical developmental challenges for students from early childhood through grade 12
(e.g., in relation to independence, self-esteem, peer interactions, physical development,
self-direction, decision making, goal setting, involvement in risky behaviors, and identity
formation) and the ability to help students address these challenges.

Standard 2: Learning Processes

Teachers of grades P12 have a broad and comprehensive understanding of learning
processes and demonstrate the ability to facilitate student achievement.

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Knowledge of major theories and concepts related to the learning process, and the ability
to apply this knowledge to enhance student learning in varied educational contexts,
including project-based learning contexts

2.4

Knowledge of the role of positive relationships and supportive interactions as a crucial

foundation for working with children, with a focus on children's individual
characteristics, needs, and interests

2.5

Knowledge of how student learning is influenced by different types of instructional

practices and teacher behaviors, and the ability to use this knowledge to promote learning
for all students.

2.7

Strategies for promoting students' independent thinking and learning, reflection, and
higher-order thinking, and the ability to use these strategies to promote students' growth
as learners

Standard 5: Learning Environment

Teachers of grades P12 have a broad and comprehensive understanding of student
learning environments and demonstrate the ability to establish positive, productive, wellmanaged, and safe learning environments for all students.
5.1

The ability to create safe, healthy, supportive, and inclusive learning environments,
including indoor and outdoor environments that encourage all students' engagement,
collaboration, and sense of belonging.

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The ability to apply skills and strategies for establishing a culture of learning that
emphasizes high expectations for all students, promotes self-motivation, and encourages
students' sense of responsibility for their own learning

5.5

Knowledge of developmentally appropriate classroom management approaches and

positive guidance techniques, including relationships between specific practices and
student learning, attitudes, and behaviors, and the ability to use this knowledge to create
an organized, positive, and productive learning environment that maximizes students'
time on task; facilitates learning; and encourages student self- regulation, responsibility,
and accountability