Module 3
This week's reading was about the behavioral views of learning in chapter seven and managing learning environments in chapter thirteen. Both chapters offered critical information to managing classrooms, I felt that they both provided key information that instructors use every day in order to control their students and ensure that they can provide a positive, productive and safe learning environment.
Chapter seven, discussed classical conditioning in (264) based on Pavlov's observation of the association of automatic responses to new stimuli, which originally was neutral, but can be conditioned by pairing events repeatedly (contiguity) (264-265) In classrooms we can observe students reaction to certain words, images, or other stimuli and knowing that their reactions may have triggers allows us to understand the students. Teaching an ESL newcomer group, I would show them the picture and a written word and I noticed they avoided pronouncing certain words such as "sheet," "beach," Upon further inquiry, I found out that they had a reinforcement to such behavior: the GE students would ridicule them every time because their pronunciation with an accent of such words sounded not like what they wanted to say (use your imagination).
This chapter also discussed positive reinforcement and negative reinforcement. (pg 268-269) which by presenting or removing a stimulus encourages positive or negative behavior. It reminds me of a child having a tantrum because he/she wants a remote control and the parent gives in and gives him/her what he wants. The parent just encouraged the tantrum every time the child wants something.
In the classroom, we can encourage negative or positive behavior in the same manner.
Punishment can weaken or suppress behavior. Presentation punishment is a call to parents or detention. While removal involves taking pleasant things away like not participating in Friday last period "unwinding time," in which they engage in fun activities.
Chapter thirteen really plunged into the theme of classroom management. I liked how it began with establishing the goal "to maintain a positive, productive learning environment." because this is the foundation of our pursuit. It has to be positive so therefore, toxicity and negativity should not be part of what we are trying to develop. Creating a positive environment entails "building relationships with our students making them feel safe, respected cared for, to ensure collaboration.
It needs to be productive so we should manage our time and the students time as well as making sure we are working for the educational goal. This requires routines and rules (514). When I was subbing in different classrooms, I had certain classes that I preferred to substitute over others because their routines were so well established, that it worked like a well-oiled machine. It was a pleasure to talk to the students and know that the classroom function well with or without the homeroom teacher present. I often left an encouraging memo to the teacher about their "withitness,"(523) -having the students know that they know all that is happening in their classroom. Finally, a learning environment while planning and strategy is essential safety and respect allows learning to take place.
I also found interesting how the author presented the bullying situation and the zero tolerance argument on page 532. While it is important to handle each bullying situation, rules may be too rigid and discussion should take place to determine intentionality of the aggressor and even education of why the choice was made and how he/she can make better choices while also providing support for the victim. I seek to add this approach in my future practice. I remember subbing in a 3rd-grade classroom and having a situation in which a student was verbally abusive, impulsive and angry at other students. upon talking with him I found out by lunchtime that his behavior had to do with not having taken his medication at home that morning. I had that class multiple times and was told by the principal that that student behaved better when I was with them than when he had other substitutes. all I used was "empathetic listening," (538) reflection on what the students are saying "capturing their emotions and intent." and this I consider essential in classroom management. the reading was very informative!
Chapter seven, discussed classical conditioning in (264) based on Pavlov's observation of the association of automatic responses to new stimuli, which originally was neutral, but can be conditioned by pairing events repeatedly (contiguity) (264-265) In classrooms we can observe students reaction to certain words, images, or other stimuli and knowing that their reactions may have triggers allows us to understand the students. Teaching an ESL newcomer group, I would show them the picture and a written word and I noticed they avoided pronouncing certain words such as "sheet," "beach," Upon further inquiry, I found out that they had a reinforcement to such behavior: the GE students would ridicule them every time because their pronunciation with an accent of such words sounded not like what they wanted to say (use your imagination).
This chapter also discussed positive reinforcement and negative reinforcement. (pg 268-269) which by presenting or removing a stimulus encourages positive or negative behavior. It reminds me of a child having a tantrum because he/she wants a remote control and the parent gives in and gives him/her what he wants. The parent just encouraged the tantrum every time the child wants something.
In the classroom, we can encourage negative or positive behavior in the same manner.
Punishment can weaken or suppress behavior. Presentation punishment is a call to parents or detention. While removal involves taking pleasant things away like not participating in Friday last period "unwinding time," in which they engage in fun activities.
Chapter thirteen really plunged into the theme of classroom management. I liked how it began with establishing the goal "to maintain a positive, productive learning environment." because this is the foundation of our pursuit. It has to be positive so therefore, toxicity and negativity should not be part of what we are trying to develop. Creating a positive environment entails "building relationships with our students making them feel safe, respected cared for, to ensure collaboration.
It needs to be productive so we should manage our time and the students time as well as making sure we are working for the educational goal. This requires routines and rules (514). When I was subbing in different classrooms, I had certain classes that I preferred to substitute over others because their routines were so well established, that it worked like a well-oiled machine. It was a pleasure to talk to the students and know that the classroom function well with or without the homeroom teacher present. I often left an encouraging memo to the teacher about their "withitness,"(523) -having the students know that they know all that is happening in their classroom. Finally, a learning environment while planning and strategy is essential safety and respect allows learning to take place.
I also found interesting how the author presented the bullying situation and the zero tolerance argument on page 532. While it is important to handle each bullying situation, rules may be too rigid and discussion should take place to determine intentionality of the aggressor and even education of why the choice was made and how he/she can make better choices while also providing support for the victim. I seek to add this approach in my future practice. I remember subbing in a 3rd-grade classroom and having a situation in which a student was verbally abusive, impulsive and angry at other students. upon talking with him I found out by lunchtime that his behavior had to do with not having taken his medication at home that morning. I had that class multiple times and was told by the principal that that student behaved better when I was with them than when he had other substitutes. all I used was "empathetic listening," (538) reflection on what the students are saying "capturing their emotions and intent." and this I consider essential in classroom management. the reading was very informative!
I love the " Empathetic listening"! I always say we have to learn how to listen to understand rather than listening to respond. There are so many people out there that are are thinking about what to say back before they even hear what you have to say. When you listen to understand, you look deeper into the meaning of what the person is saying and when someone seeing you are really listening to them they feel important. Getting students to feel safe and comfortable talking to you will help you created that positive learning environment as well.
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