Module #3 (Chapter 7&13)


   Positive Practice & Routines
(Chapter 7 & 13)

             In positive practice, students replace one behavior with another. This approach is especially appropriate for dealing with academic errors. When students make a mistake, they must correct it as soon as possible and practice the correct response (Woolfolk 2019). This theory of positive practice is not limited to academics but can also be used by the student to correct negative behaviors. This type of practice allows the student the opportunity to self-assess the situation (academically or otherwise) and fix their mistake. Positive practice over correction is a term used to identify when someone (a student) “catches” their wrong action and fixes it right away. An example situation of positive practice over correction would be a student running into the classroom, this student either corrects the behavior themselves, or is prompted by the teacher to re-enter the classroom the appropriate way. This type of practice encourages the student to correct a behavior and enforce the more positive one—making it a “permanent” practice for the student.
            Positive practice overcorrection reminds me of all the moments that I was not able to find my keys. I was constantly late, rummaging through my belongings and then scrambling to work—these moments were very negative ones. It wasn’t until I installed a hook designated for my keys that I became mindful that my keys had a place. Hanging my keys in the proper place wasn’t as easy as having a designated spot, I had to be mindful of this spot every time I walked through the door. It took several weeks before this became a permanent (very beneficial) habit.
            Efficient procedures and routines reduce confusion and opportunities for misbehavior, and they save time that can be devoted to learning tasks (Woolfolk 2019). When students know what to expect, daily experiences in the classroom “flow” better. Educators who set and establish routines facilitate a classroom experience that is comfortable for students. These types of routines are especially important for students in the special education setting (i.e. students with autism).  
            Students with autism have often been referred to as “creatures of habit.” These students can be very habitual in the ways that they learn and function within the classroom. The classroom I currently work in is a self-contained classroom (mainly students with autism). Each student has their own individual schedule and for the most part are very dependent on their schedule. These schedules give the students structure in their day, setting the “stage” for learning. It is very important to always prepare students in both the general and special education classrooms when there will be a change to the routine, it is also very important to explain to the students that change is inevitable in life and that it will be ok. By preparing students of a change ahead of time, ensures the “stage” is still set for learning.

Woolfolk, A. (2019). Educational Psychology. New York, NY: Pearson Education America

Comments

  1. Taylor DazzoJuly 1, 2019 at 4:13 PM

    In regards to replacing one behavior with another I had never experienced as a student that I can recall but reading your response and thinking about it, I can see this being so beneficial. I am currently a camp counselor and just today we had two students running in the pool and as I sit back and reflect on this situation I can see this tool to be incredibly beneficial. We could have had them walk all the way back out and walk back in as they should until they got it right. I am going to use this moving forward for sure!

    Schedule is key regardless I believe. Of course especially for students with disabilities but also no matter what. I need a schedule and I see it working for so many children that this should always be the case when possible.

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  2. Ally WhowellJuly 7, 2019 at 11:58 PM

    Thank you for sharing your views and thoughts for this weeks readings. I really liked what you had to say about positive correction. I think it is a great way to keep organized while staying postive. I think everything having a home, creates great expectation, and takes quick corrections for yourself, as a parent, as an employee, a teacher, or in life in general. This is awesome that you installed a hook for your keys! I think I would also utilized this style within my class. I would love to teach children that I will be consistent, but that they need to be as well.

    As I think it is important to teach independence. I also worked with a student with Autism. He really thrived in a classroom where he knew what he was supposed to be doing, and what was coming next! What we did see come up, that you also addressed in your post, is that change is ok! In our self-contain classroom, we has student who WANTED the same schedule. We took turns rotating, and teach explicitly that changes were ok, this way when an aid was out on vacation or out sick, the student didn't have a horrible day because the schedule or day was different!

    Thanks again for your posts! Great insights

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