Module 4: Obstacles Analysis
Module 4: Obstacles
A description of at least one real life problem that has to be solved or decision that has to be made using good judgment, and obstacles encountered while making the decision(s) or solving the problem(s) (Again, these can be real examples or imagined, but they should clearly illustrate your understanding of the obstacles described.)
At least three key terms from the lesson used in your example.
The problem I have chosen is that there is a person in your class who is always mean to you. They knock your books out your hand, they call you names, and making you feel bad about yourself. You can’t take it anymore, but you don’t know what to do. I have been fixated on this problem for so long I am not sure what I can do to stop my classmate. I have tried to tell my teachers about this classmate but they only ever see him the in classroom. He behaves in front of the teachers so they never get to witness him bullying me. They have a confirmation bias. I am frustrated so instead of going to my teachers I am going to speak to my guidance counselor. We discussed my problem and how it was good that I talked to her about it. She claims she has never seen him be rude or bully others which …show more content…
Eventually she decides to talk to her parents. This allows them to talk to her about possible solutions and let her know she isn’t alone.
The confirmation bias was overcome by the principal talking about how other students have reported similar things about that classmate.
The belief perseverance demonstrated by the guidance counselor was overcome also when she told the principal. Both confirmation bias and belief perseverance were solved when the principal was going to talk to the classmate and hopefully punish him and when he was going to discuss the problem with the
A description of at least one real life problem that has to be solved or decision that has to be made using good judgment, and obstacles encountered while making the decision(s) or solving the problem(s) (Again, these can be real examples or imagined, but they should clearly illustrate your understanding of the obstacles described.)
At least three key terms from the lesson used in your example.
The problem I have chosen is that there is a person in your class who is always mean to you. They knock your books out your hand, they call you names, and making you feel bad about yourself. You can’t take it anymore, but you don’t know what to do. I have been fixated on this problem for so long I am not sure what I can do to stop my classmate. I have tried to tell my teachers about this classmate but they only ever see him the in classroom. He behaves in front of the teachers so they never get to witness him bullying me. They have a confirmation bias. I am frustrated so instead of going to my teachers I am going to speak to my guidance counselor. We discussed my problem and how it was good that I talked to her about it. She claims she has never seen him be rude or bully others which …show more content…
Eventually she decides to talk to her parents. This allows them to talk to her about possible solutions and let her know she isn’t alone.
The confirmation bias was overcome by the principal talking about how other students have reported similar things about that classmate.
The belief perseverance demonstrated by the guidance counselor was overcome also when she told the principal. Both confirmation bias and belief perseverance were solved when the principal was going to talk to the classmate and hopefully punish him and when he was going to discuss the problem with the