Module 3

Chapter 7 was about the behavioral views of learning. This includes explanations of concepts like classical conditioning and how it can be applied to an educational setting. Explanations of strategies like punishment and reinforcement (both positive and negative) as a way to change behaviors, reward systems as a means of reinforcement, and how to apply reinforcement schedules to reinforce positive behavior. The chapter also introduced new terms like cueing, extinction, and shaping, to name a few. The author gives easily understandable scenarios where these terms can be applied. I would like to direct your attention from page 280 to the top of page 283. I am very familiar with the terms discussed in the section titled Handling Undesirable Behaviors section. This is because I am currently a parapro for SPED students and I have seen these reinforcement strategies in action and the results are VERY mixed. I have seen students reprimanded for misbehaviors or put in time out or lose out on privileges that the student deems a reward. I have even done my fair share of disciplining students with these methods. Depending on the student, it can either be effective or ineffective. One method I have seen used on numerous occasions is lunch detention. It is basically self-explanatory, the student behaves badly, and then they receive a lunch detention where they eat lunch in their homeroom anywhere from one day to one week. They lose out on eating lunch with their friends because of it.  It does seem effective but only temporarily, but the undesirable behavior does seem to subside. This chapter has taught me so many new methods to approach adverse behavior. It has also given me an understanding of it, as well. Handling bad behavior is one of my biggest worries about teaching. But now, I feel more confident about how to handle it.

Chapter 13 discusses how to manage learning environments. This includes topics like what makes a good and positive learning environment, the importance of communication, and how to handle discipline in effective ways. Something that stood out to me is on page 514 in the Routines and Procedures section. The six routines identified by Carol Weinstein and her colleagues really make it seem less daunting to manage a classroom. The same can be said about the examples of rules given on page 516. I feel like these are good references to look back to when I have a classroom of my own when I can base my own set of rules and expectations for my students.

Comments

  1. efg1212July 5, 2019 at 7:44 PM

    I found classical and operant conditioning interesting, and have experienced behavior in certain students react differently based on how the student perceived what they experienced after performing an undesired action. A student was sanctioned by eating lunch in the classroom, and having a introverted temperament, favored eating in a non crowded environment, which reinforced the negative behavior. Upon talking with the student and having a sincere conversation of why his behavior is really not safe for him and other students, he stopped behaving in that manner and confessed that he feels anxiety in crowds and asked to have lunch in the classroom as a reward.

    ReplyDelete

Post a Comment

Popular posts from this blog

Module 5

Chapters 12, 14 and 15 is what I read this week! Chapter twelve was about motivation in learning and teaching. It seemed very informational and I did my research unit on this chapter. It was descriptive of different students and how their behavior is but a symptom of what is really happening inside to motivate, reinforce positively or negatively. Intrinsic and extrinsic motivation is explained and it seems to shed light into how both types of motivation can be useful but intrinsic is longlasting and will allow the person to overcome obstacles and hardships more than rewards which are temporary immediate and elusive. I was interested to see ow the Maslow's hierarchy of needs explain how certain needs are more pressing than others at certain times. I had learned about Maslow's theory and thought it was sequential. Physiological come before safely, love and belonging, esteem, cognitive, aesthetic and finally self-actualization (466). It is interesting to learn that these needs do...
Read more

Module 5 !

This last week of reading and blogging covers chapters 12, 14 and 15.  Chapter twelve talks about motivations and since I just wrote my paper about his topic I have a lot to say about motivation in the classroom.  This chapter also talks about goals and self-worth which are also very important in the classroom and they all go hand in hand.  As a physical education teacher, getting the students to change their ways of thinking to have that growth mindset (p. 478).  Getting the students motivated to get active and to start accomplishing small. smart goals will help increase their self-esteem and self-worth and hopefully get them to keep trying newer and bigger goals, as well as get them to understand that there is always something more to accomplish.  Moving onto chapter fourteen, this section of the book talks about what it talks to become an expert teacher and all the different approaches.  It also talks about adaptive teaching, which in physical education ...
Read more

Module 5

Chapter 12 discussed motivation in learning and teaching. The topics included Maslow's Hierarchy of needs, goals and goal orientation, attributions and beliefs about knowledge, ability, and self-worth, and topics about learning (interests, curiosity, emotions, and anxiety). There was one section that made me furrowed my eyebrows. It is on page 479 in Mindsets and Beliefs About Ability section. It was about the choir director who put the students who had the worst singing ability in the back rows while the ones that were the best, he put up front. I have heard of concepts like this before and it offends me. That should not be the way one organizes a choir, let alone a choir of students. The best way is to mix it up in terms of ability. Have a stronger singer stand next to a weaker singer. This helps the weaker singer with matching and builds their confidence. The stronger singer will also benefit by being able to balance their sound so they won't be as overpowering. This is how ...
Read more