As part of the rules, he instils the value of family. Not by blood, but by those who can provide emotional, physical and social support and give a sense of security and guidance. Mr Clarke make the learners understand that as a family we work together, we are there for each other and if one does not abide by the rules the rest of the family is being affected. Mr Clarke provides all the above mentioned, yet he is able to maintain a professional teacher-student relationship. During this process the transactional model of development (the interaction between child and adult that influences in a developing individual and others) comes into play. In a critical period in these learners’ lives, they were vulnerable and unstable due to their social circumstances. They have developed some form of anxiousness, mistrust and negative approaches to life. Mr Clarke provided a sense of stability, care and positive energy in the classroom. Furthermore, social constructivism is evident when Mr Clarke not only taught his learners, but he went on the playground during break time to learn from his students how to double …show more content…
He combines Maslow’s hierarchy of needs and Eric Erikson’s theory on psychosocial. Maslow’s Hierarchy of needs describes the needs that influence human behaviour. The basic need of a human must first be sufficed before another need can be sufficed. Eric Erikson believed that personality develops from infancy to adulthood through eight stages of psychosocial development. He believed in the natural characteristic, adaptability, of human beings. Humans can face both negative and positive psychosocial challenges throughout their lives. The human being is then challenged to work to settle the tension between the two conflicting experiences. The stages are trust versus mistrust; infancy, autonomy versus shame and doubt; toddler, initiative versus guilt; early childhood, industry versus inferiority; middle to late childhood, identity versus role confusion; adolescence, intimacy versus isolation; young adulthood, generativity versus stagnation; middle adulthood and integrity versus despair; late