Module 3
This weeks readings are chapter 7 and 13.
Chapter 7, Behavioral Views of Learning. The chapter starts off by explaining learning, it also covers what we learned a lot about classical conditioning and operant conditioning. The chapter puts it together with applying operant conditioning to behavior analysis. The chapters talks about reinforcing the teacher attention, and talks about the praise-ignore strategy. This is praising good, acceptable, and desired qualities, and ignore the misbehavior or undesirable behavior like random outbursts, "When is the game this Friday?" This can be helpful, but not effective for all classroom management situations. (GUILTY! hahha)
Effective praise must be (1) be contingent on the behavior to be reinforced, (2) specify clearly the behavior being reinforced, and (3) be believable (O'leary & O'leary, 1977) The book focuses on sincere and clear feedback. Next, the chapter also delves into the Premack principles. One thing that stuck out to be was task analysis. While this is a basic step, breaking down a final task into small manage steps. This could also be something we think is common sense. However, it is important to never assume each step is simple or that students will just figure it out. This also helps teacher easily identify where students are struggling.
Next the chapter talks about some more about contingency contracts, token reinforcement, and group consequences. My favorite from these options are the group consequences, in true SEL fashion, I would like to use these for positive reinforcers, the tables or groups can gain points for rewards like lunch with me on Fridays. This seems to work in my current class.
Next the chapter covers the undesirable behavior, this includes negative reinforcement, reprimands, response cost, like losing recess, and social isolation. The point of all of these is that, "Punishment in and of itself does not lead to any positive behavior." Next the chapter covers behavioral assessments, this tool is used to help the teacher identify the reason for the behavior. This requires behavior observations that should be very detailed with times, specific behaviors and consequences that were given. One great point the chapter makes is Self management on the students behalf. Goal setting, participating in monitoring, and evaluating, and reinforcing great behaviors and acknowledging when they need to work harder is a great way for students to learn to be independant.
Chapter 13, Creating Learning Environments, starts off with goals for classroom management; access to learning, move time for learning, and management for self-management. Research shows that having specific routines and procedures, rules specific for the class and age, and consequences set by students with the help of the teacher in place have fewer problems, students spend more time learning, and less time disrupting. The classroom set up also has benefits and drawback like seating. Clusters of desks are great for group work, work collaboratively, share materials but can be difficult for classroom management. The chapter talks about maintaining a good environment for learning, encouraging engagement, prevention is the best medicine, withitness (being aware of everything that goes on in the class), overlapping and group focus, movement manage, student social skills as prevention. The last thing from the chapter that I liked was stopping problems quickly make eye contacts, try verbal hints, ask students if they are aware of their negative actions, remind the students of the procedure, state correct rule or procedure, tell students to stop misbehavior firmly, and offer a choice. I love the choice option, giving student the options that way they feel empowered.
When you brought up the effective praise section from the Woolfolk text, my favorite aspect about it was "be believable", as you point out. The most important thing about any person but more importantly someone in power and really adults is authenticity. I feel like as we age this seems to go out the window especially in a profession where it is not always easy and sometimes you need to just put on that fake smile and keep going. But I do believe that being authentic leads to an upper hand in most cases and trust among your students.
ReplyDeleteYour last point that I found a connection with and also very compelling was maintaining a good environment and classroom behavior. I never had heard the term withitness but when the book explained it, I thought, wow that is perfect and so true. You are so less likely to try to get away with something if you believe that the person in charge knows everyone and everything that is going on. I believe this too offers a certain level of respect from the students. And lastly, giving the students a choice is crucial. We do not give students enough credit. They can make their own decisions especially if we can guide them along the way to make the best one. Choice offers more of a learning experience and a responsibility over their actions.
One thing that you said in this post was"research shows that having specific routines and procedures, rules specific for the class and age, and consequences set by students with the help of the teacher in place have fewer problems, students spend more time learning, and less time disrupting." I have heard this from multiple sources but the real thing that confuses me is how this actually works. I have had multiple teachers who were just straight up mean. I do not feel like they would get the respect of the classroom I was in even if they did this tactic. I feel like this action shows the character of the teacher. I think that teachers who are willing to do this are more likely to be trying their hardest for their students and truly care about them. I feel like these two things are the real reason why researchers have seen this method work.
ReplyDeleteIt is so easy to take away certain things from students as a form of behavior management but like you mentioned that will most likely lead to negative behavior. We as educators, have to find creative ways to promotive positive behavior in the classroom. I believe one way to do this is by getting to know our students and what triggers them. The more we get to know our students, the better we'll be able to handle behavior in the classroom. You also mentioned self-management and how that can help with reinforcing positive behavior. Independence and self-reflection can help teachers greatly with a managing behavior in the classroom. Great post!
ReplyDeleteI will admit that when I read chapter 7 and reached the topic of positive and negative reinforcement and how we should not do merits or punishments because they are not positive in their results. I thought the opposite before reading this chapter. I have witnessed and given out both in my classroom experiences: both as a student and as a teacher. I thought that as a teacher, I was motivating my students to become better students and that I was curbing negative behavior through classroom restrictions and punishments like less recess time or time outs. I could see how these strategies will not lead me to have a positive relationship with my students and that certainly is a goal of mine. I definitely want to hand out positive praise and I want to do it in a way that does not single out students or leave students out.
ReplyDeleteI was interested in reading your positive experience with group reinforcement and consequences. I like the idea that if the whole class works together then they can receive the group incentive. I'm glad it works well in your classroom and I will certainly have to try it in mine one day.