Describe:
In this week’s readings I had the
opportunity to learn about different principles of behavioral learning. Two theorists were studied in this chapter.
The first was Ivan Pavlov a Russian scientist who studied the digestive process
of a dog. Pavlov studied different ways
the dogs were stimulated by putting meat near a hungry dog’s mouth. He studied how to get the dog to react
certain ways. For example, before training the dogs reacted by salivating over
the meat, this was an unconditioned
stimulus and an unconditioned
response. He also discovered that if
you ring a bell every time you present the meat this would be a conditioned stimulus because the dog associates
the bell with food. This process was
referred to as classical conditioning. These findings are true in our own lives when
children relate a freezer to popsicles, or the sound of a garage door opening
as daddy coming home. These are both
conditioned stimuli.
Skinner was another theorist who
noted that human behaviors were also “prompted by specific stimuli”. (Slavin, page 117). Slavin coined the term
operant behaviors. This meant that “because they operate on the environment in
the apparent absence of any unconditioned stimuli such as food” they are
operant. (page 117). For
example, if a human being does something and is immediately given a happy for
good response, they are more likely to do it again. This reminds me of my son
who is almost two and is learning how to talk and interact with others. He sometimes says things that for adults are
socially inappropriate, but come across as funny coming from a toddler. When he says these things, he makes people laugh. This to me is what Skinner is referring in operant
behaviors.
This author also talks about reinforcers
in the classroom and how they can strengthen behavior if used properly. There are different types of reinforcers that
are described; they are “primary” and “secondary” and also “positive” and “negative”. All of these go into how a child learns from their
surroundings and the consequences of their actions.
Analyze:
While
reading this chapter and reading the emphasis on “reinforcers” in the classroom.
It made me think about my own classroom management. If I had to pick one thing that my educational
skills needed the most work on, it would be how to more effectively manage the
classroom. I am a fairly new teacher, so
much of this chapter really sunk in for me.
For example with reinforcers, I as a teacher should reinforce good
behavior and do my best to ignore the behavior I do not want in my classroom. The author gave a great example of a girl who
continuously blurted out in class. It is
better to set the expectation from the beginning, that this will not be
tolerated, and then ignore the girl and not call on her. But instead, call on children who are waiting
quietly. The girl may ask more
frequently at first, but eventually will see she is not being rewarded for her
negative behavior. This may seem so
simple, but it is something I myself have not handled correctly. This is something I will practice in my
classroom.
Another
topic from this week’s reading was about sending a student out in the hall or
to the principal’s office for punishment.
This can be a positive reinforce if the student learns from this experience
and does not repeat the action. But, if
a student enjoys the punishment and the extra attention he receives from the students,
teacher, and administrators then it becomes a negative reinforce because it is
reinforcing the student to behave that way to escape the classroom. I think the
author makes a valid point in this from what I have seen in my own experience in
the classroom. The topic is well defined and laid out so that it is easy to
understand and follow.
Reflect:
I had a student like this in this
past school year. Many teachers would
send him out immediately or hope that he would be in ISS that day instead of
their classroom. I noticed early on that
this consequence was not working, and that the student was not learning
anything academically. I made it my goal
to keep this student working with me one on one or with a peer tutor that he
respected. Most of the time, he worked
with me and enjoyed the positive attention and praise that I was able to give
him when he completed work. It was very
hard to do and I had to constantly redirect his attention, but I think he gained
something out of the experience. He may
not have gained academically but he at least gained a positive student/teacher
relationship where he was not being rejected over and over again.
In my
opinion, the trip to the office or principal’s office depends on the student
and the depth and frequency of the issue at hand. Some students will respond to the reinforcement
in a positive way, and correct their behavior.
Others, are only receiving what they want which is extra attention and
an escape from the classroom.
I also learned a lot on how to handle or better
handle the students in my classroom who blurt out during class discussion. This
is a something so small, but I’ve realized that I am reinforcing those
behaviors when I call on the student anyway or let them blurt out. I will definitely make a better effort in the
next school year to clearly state my expectations early on, and carry them
out.
Also,
when dealing with students like described above, I need to make it my mission
to call out their good qualities and not give attention as much to the things
they do wrong. I know that I cannot always
ignore all negative behaviors, but hopefully if a student sees that I will
praise them for the positive behavior , they will become more frequent.
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