Module three fun for me!


This week’s reading was from chapters 7 and 13. Chapter 7 focused on behavioral views of learning while chapter 13 focused on managing learning environments which I can see go hand in hand. Chapter 7 begins by talking about what learning is. “Learning occurs when experience (including practice) causes a relatively permanent change in an individual’s knowledge, behavior, or potential for behavior.” (pg. 262).  The chapter talks about different theories on how people learn which include behavioral learning theories and behavior modification. Students are taught in many ways but the response to their learning can be associated with conditioning. Conditioning occurs when a response occurs from a stimulus like being nervous when giving a presentation. I always get nervous when I give presentations and even before I give the presentation. I try to be the first person giving their presentation, so I am done and do not have to think about it anymore. As soon as I am finished, I am no longer nervous. There are many types of responses to behavior that the chapter talks about. One that stuck out which I always disliked was the group consequences. “Group consequences – rewards or punishments given to a class as a whole for adhering to or violating rules of conduct.” (pg. 279). I remember the teacher making the whole class stay after school for something one person did. This is a good way for the classmates to single out the person and be angry with them or this would cause fights. It is important to have rules in a classroom but the way the rules are enforced is critical. Students should not be rewarded for minimal tasks nor should they be chastised for not passing a test. The teacher needs to be accountable for their students’ actions and success by determining the right consequences.
Chapter 13 concentrates on managing the learning environment which connects with behavioral views of learning. A teacher needs to have control of their classroom and students and not in a prison warden sense. Managing the learning environment is a compromise between the teacher and the student. It is equal respect that promotes a positive learning environment. “All students should feel emotionally and physically safe in the classroom. Beyond that, they also should experience respect and caring.” (pg. 512).  I remember a teacher I had in high school that none of the students respected. Students would shoot spitballs at his back when it was turned and disrupt the class while he taught. I struggled in that class because the teacher failed to control the learning environment. There were so many disruptions during the class and the teacher did not know how to address the problems. I felt sorry for the teacher and I hope my classroom never gets that out of control. The teacher would have been more successful if he had “withitness” “Withitness means communicating to students that you are aware of everything that is happening in the classroom. “With-it” teachers seem to have eyes in the back of their heads.” (pg. 523). The chapter has a good guideline for how to manage the classrooms for the different grade levels and describes teacher connections. Being in school now I try to connect with the teachers because it makes the class more enjoyable and it is easier to do well. I had a class last semester that got canceled because of low enrollment but the teacher was my Kinesiology teacher from the semester before. She talked to the school and I did an independent study for the class instead. She knew I needed to take the class and I did not have any other options. “Students respect teachers who maintain their authority without being rigid or harsh, are fair and honest with them, demonstrate emotional support and caring, make sure students understand the material, ask if something is wrong when they seem upset, and use creative instructional practices to “make learning fun.” (pg. 524). This teacher did all these things in the Kinesiology class and I will try to model myself after her when I become a teacher.

Comments

  1. Corey SiebringJuly 2, 2019 at 6:21 AM

    Dan I agree with you. The information in both chapters do go hand and hand. The group consequences does closely connects with classroom management. A teacher that does not have his or her classroom managed well has a better chance of using group consequences because one student can make the rest of the classroom get out of hand. I also had a teacher in high school that had terrible classroom management skills. Many of the students did not respect her or listen to her. She did bring it on herself. She was rude quite often and did not show the students respect. One example was she actually made fun of what a friend of mine was wearing to school. Of course when he tried to make funny comment about her outfit she got mad and sent him to the office. It just got worse from there. She lost control of the class more and more and the students became more restless that she ended having a nervous break and ended retiring at the end of the year. I think if she was more professional and had better classroom management then class would have ran smooth without any issues.

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