AIOU B. Ed Citizenship Education and Community Engagement (8606) | Solved Assignment 1.
Q. 3
Discuss the impact of institutional rules on the behavior of an individual
Answer.
How do institutions affect individuals and their behavior?
Institutions help individuals know how to behave in a given situation, such as when driving in traffic, bargaining at a market, or attending a wedding. Institutions are critical for establishing trust in society. People obey laws because of a whole system of societal beliefs, values, and norms.
What are those institutions that shape the moral behavior of the members of society?
In shorthand form, or as concepts, these five basic institutions are called the family, government, economy, education, and religion. The five primary institutions are found among all human groups.
What is the importance of institutions?
Institutions provide roles to individuals: The institutions assign roles to their members based on their age and other yardsticks. Family assigns relationships based on age. Similarly, institutions assign roles to members by defining their relationships.
Why is the family an important institution?
The family performs several essential functions for society. It socializes children, provides emotional and practical support for its members, it helps regulate sexual activity and sexual reproduction, and provides its members with a social identity.
What are the three characteristics of an institution?
Characteristics of Institution
(1) Satisfaction of specific needs: Each institution satisfies some specific needs.
Institutions are abstract in nature. They are neither visible nor tangible.
(5) Universality: institutions are universal.
Institutions like religion, morality, state, government law, legislation, etc. control the behavior of men.
What is the purpose of institutions?
An institution is a social structure in which people cooperate and which influences the behavior of people and the way they live. An institution has a purpose. Institutions are permanent, which means that they do not end when one person is gone. An institution has rules and can enforce rules of human behavior.
Can a person be an institution?
(informal) A person similarly long-established in a place, position, or field. She’s not just any old scholar; she is an institution.
How does a system become an institution?
We call these social systems, institutions. Institutions are the kinds of structures that matter most in the social realm. It’s a system that has taken on a life of its own. It has become institutionalized, such that it is a key aspect of our culture, especially in certain areas.
What is the difference between Organisation and an institution?
An organization is a systematic collection of people, who work together for achieving the desired end, under a common identity. Conversely, an institution is an establishment, that is dedicated to promoting a specific cause that can be educational, professional, social, etc.
The behavior of an individual
Roles of Individuals within the Classroom The following are some of the roles that can cause trouble in the classroom:
1. Leader
A leadership role is available in almost every group. The role varies according to the group's purpose, makeup, and activities. Within the same group, different people may act as leaders in different activities. For example, a student who is a leader in one activity may be assigned a different role in the other activity, which creates a problem when a person is exhibiting different roles he/she may not restrain him/herself from the other role. Group leaders tend to share certain qualities. They are above average in most respects (intellect, social skills, responsibility, and socioeconomic status). They generally have a highly developed understanding of others, and they embody group ideals. Teachers must be aware that the leaders they appoint are not necessarily the group's natural leaders. Such mismatches often lead to conflict within the group.
2. Clowns
Clowns are individuals who take the position of entertainer of the group. Students sometimes take this role in order to mask feelings of inferiority, thinking it best to make fun of their own before others have a chance. Clowns sometimes help the group and sometimes hinder it. Clowning can be beneficial to both teacher and the group, especially when students are anxious, frustrated, or in need of relief from tension. At times, however, group members may support the disruptive antics of the clown as a way of expressing hostility to the teacher.
3. Fall Guys
A fall guy is an individual who takes blame and punishment in order to gain favor with the group. Members of the group feel free to misbehave knowing that they can set up the fall guy to suffer the penalties. Teachers need to be aware of this kind of manipulation and be sure to focus their corrective actions on the instigator of misbehavior
4. Instigators
Instigators are individuals who cause trouble, but appear not to be involved. They often solve their inner conflicts by getting others to act them out. They may even feel that they are benefiting the victim in some way. Teachers need to look into recurring conflicts carefully to see if there is an unnoticed instigator. It may be necessary to point out this role to the group, as it is often undetected by them. The group may need help in recognizing and discouraging this role.
Teachers Role to Optimize the Functioning of Group:
All of the roles described here are played by individuals in groups either because the role fills a strong personal need or because the group expects or enjoys it. By playing a role, an individual finds a place within the group one of the main desires of almost all students, and becomes a functioning part of the group.
1. Psychological Roles of Teachers:
The ways in which groups and individuals behave in the classroom are greatly influenced by how they perceive the teacher. Like it or not, teachers fill many different roles and present many different images.
2. Representatives of society:
Teachers reflect and develop values, moral attitudes, and thinking patterns typical of the community. Teachers also judge students' behavior, character, work, and progress.
3. Source of knowledge:
Teachers are the primary source of knowledge, a resource from which to obtain information. Teachers help students learn by giving directions, furnishing information, requiring that work be done, removing obstacles to learning, and facilitating problem-solving.
4. Role of Director
Teachers arbitrate and make decisions when disputes arise. They maintain security in the classroom; discover wrongdoing, and hand out consequences. They are responsible to model customs, manners, values, and beliefs that students are to imitate. This all ultimately helps to anxiety by maintaining standards of behavior, consistent environments, regular schedules, and freedom from danger or threat.
As you can see, teachers are assigned many roles by students. Sometimes they have little choice about those roles, but they can usually decide in part on the roles and on how and when to assume them. They may assume some roles wholeheartedly and avoid others completely, depending on how they wish to relate to students. Sometimes they may adopt or avoid certain roles if they are aware of a strong group need. In any event, teachers need to be sure that they are steady and consistent in the roles they do assume.
Role of School and Teacher in Modeling the Individual Behavior
A teacher who continually points out the bad behavior of a particular child is possibly setting up a non-conducive environment that will allow the students and the teacher to produce their anger and aggression.
A teacher who openly criticizes a particular manual/rule that he/she is required to use is, without realizing it, encouraging the children to resist the work associated with that manual. One of the reasons for the children’s so-called negativity may be their identification with the teacher. If she does not like the manual, they won’t like it or want to use it. So, although the pupils’ behavior is reflecting their alliance with the teacher, their negative behavior may be interpreted as disobedience.
If the teacher goes on this assumption, without checking with her students, he/she may feel justified in scolding the students. Unconsciously, the children’s behavior gives the teacher the excuse to scold them, rationalizing that they were not doing their work properly. He/she feels justified in showing anger toward bad kids rather than acknowledging her/his own anger and frustration.
Often teachers and class, or the whole school, staff and pupils, “the group as a whole,” struggle with such problems as severe anxiety, fear of other attacks, discomfort within the school itself, and diversity of ethnicity, and language. The enormous psychological power of many individuals in a group situation may create behavioral reactions that would not occur in a one-to-one situation.
The group-as-a-whole produces an entirely different personality than that of the individuals from whom the character emerged. In other words, the characteristics of the class group are broader and more encompassing than that of one individual student. “Class as a whole” issues also lead to role-taking by individual members or role assignment to members via group pressure.
For example, if a lesson is boring, some students will invariably become “timekeepers,” letting the teacher know that 49 the class has had enough, or the “class clown” will distract the lesson with jokes and funny behavior. Children’s methods of developing a sense of safety within the class setting are understandably weak and often regressive. The methods they use will be determined by ego and superego development, as well as control over impulsive behavior. This developmental process will determine how much psychic energy is available to focus on the subject at hand.
There are many other dynamic conditions that emerge in school settings without the knowledge of the participants. For example, teachers may use punitive disciplinary tactics because of their own overly strict upbringing, or they may encourage raucous acting out because of their desire to be rebellious. Most teachers would agree that class order or class control is an important challenge. In order to address the issues of class order and to create an environment most conducive to classroom learning, it is helpful to understand the causes of class management difficulties.
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