5. It takes you 10 minutes to get your class to settle down after the bell rings. Analyze this situation. What could be maintaining this problem? What could you do?
1. The ideas in this chapter which will be most useful to me in a future teaching situation will be the information on behavioral learning. A teacher can use operant conditioning where learning is strengthened or weakened by events that precede an action or events that follow an action. Teachers need to appropriately use reinforcement and punishment. Using a recurrent reinforcement schedule with older students will help students retain the desired skills. Research has shown that when teachers systematically reinforce appropriate behavior with student-praise and attention, it can be a very effective classroom management technique. Praise should be given to a student only when it is truly deserved, and the teacher should connect the praise to the specific appropriate behavior. Students should clearly understand what behavior they did to receive the praise. Teachers can increase both learning and desired behavior by giving rewards or privileges to students after they complete the desired behavior. If undesirable behavior cannot be corrected with positive reinforcement or if it poses a danger, then teachers may choose negative reinforcement, reprimands, response costs, or social isolation. Keep punishment mild and brief and then connect it with doing the right thing. As far as handling undesirable behavior, teachers can make sure that unpleasant situations improve when student behavior improves.
2. The content of this chapter has changed my view of teaching and learning by understanding that there are reasons behind undesirable behaviors. In order to correct the undesirable behavior, functional behavior assessments may need to be completed on the student to discover the antecedents, behaviors, and consequences. Students and parents may need to be interviewed so that information can be gathered to develop an intervention plan which includes positive behavior supports.
3. Using the ideas in this chapter, I would design my classroom by allowing my secondary students to develop a privilege-list of what they would like to do in school as a reward for earning appropriate behavior. Some examples might include a no-homework pass for an assignment of their choice, being excused from a gym class of their choice, dismissed from school fifteen minutes early, or an early dismissal for lunch with a friend.
4. A question that this information has evoked is: How do you develop a school-wide positive behavior program that all teachers will use due to the fact that teachers vary to some degree on the definition of appropriate and inappropriate behavior?
5. If it takes ten minutes for a class to settle down after the bell rings, then the teacher needs to revisit the classroom management plan. Clear classroom expectations should be visible to the students. The teacher could also have a short activity posted on the white board for students to complete as soon as they enter the classroom. Students should not be assigned a seat next to another student that encourages conversation.
1. There are many ideas in this chapter that will be useful to me in a future teaching situation. The information about behavioral learning can go a long way with classroom management. I can use the ideas about classical and operant conditioning when trying to encourage and discourage behavior. Along with behavior, I can use these methods to help my students learn information easier. Also understanding if my students are enactive or vicarious learners will help me know how to discipline my classroom so as to have better behavior from all of my students.
2. People, and children especially, are incredibly complicated individuals. Teaching needs to be such an individualized program, but it is very limited with what you can do when you have 25 students in your classroom. Understanding the way your students behave and understand information can help you to how to present information so that your students can easily pick up on the information the quickest.
3. Using the ideas in this chapter, when designing the structure of my classroom I need to come up with a good, effective system for reinforcement and punishment. It is a big issue, that if not thought out carefully, can lead to a disastrous school year. Allowing the students to get involved with the rules and discipline of the classroom and getting to know their behavior first I think are good first steps to coming up with an effective classroom management plan.
4. When it comes to reinforcing behavior, when does it become too much? What is the line that kids are just expected to obey a certain set of rules without reinforcement?
5. The reason that they are consistently taking too long is most likely because you allow the situation to take place repeatedly with no consistent consequence for their behavior. They either know they can get away with it or don’t even realize that it is wrong and upsets you because you never do anything about it. Taking action as soon as possible and making it consistent with no excuses would be the first thing I would do. Tell the class what is expected of them and what will happen if they do not meet those expectations.
1. While reading the chapter, I found the majority of the information to be valuable. However, the information that stood out the most was the idea of operant conditioning and how it will come into play in the classroom. Operant conditioning deals with voluntary learned responses and the application of these responses in the classroom. Why reading, the differences between punishment and reinforcement. Both are very necessary to have in the classroom to maintain order and encourage good behavior. Punishment is done to discourage or stop a behavior by inflicting negative consequences. Reinforcement encourages a good behavior by adding a positive or taking away a negative. Both reinforcement and punishment are important to understand. 2. This idea of Operant conditioning most definitely affected my view of teaching and learning. It gives me an understanding why students will respond a certain way to consequences in the classroom. Knowing my students will allow me to make the consequences whether good or bad, completely appropriate for my specific students. Before this chapter, I have never really applied this type of learning to a classroom environment, but Operant conditioning seems to describe how schools’ operate. Also, the idea of social learning will most definitely come into play in an art classroom. Students will most definitely be imitating my styles or methods for creating art. 3. In the classroom, these will come into play. It is important for me to understand how to implement classroom control using operant conditioning. If a punishment is needed for a class that is out of control, I must be able understand the appropriate response. For example, a consequence I may implement for not working on a project is not being able to leave when the bells rings or a phone call home. TO encourage students to work quietly and clean up after themselves maybe I will allow students to leave 3 minutes before the bell rings. Especially in the art classroom, I will need to encourage and give students opportunities for Social Learning. With art being a class that requires the students to do the projects they need to be able to do more than simply read how to do it. I will need to actually demonstrate or show videos of how to draw or paint with a certain style. 4. One of the major questions I have from this chapter is how the Premack Principle will be seen in class? Does the idea of reinforcers existing throughout simply refer to the structure of the classroom that encourages good behavior? 5. If a class I have has issues settling down at the beginning of the hour, it will be important to establish punishment to get rid of the bad behavior and reinforces to encourage students sitting attentive and ready for the lesson of the day. Students who come in and begin to work on their project and are not disruptive will receive verbal recognition and be allowed to leave a couple minutes early at the end of the class, barring no other incidents throughout the day. Students who are unruly will be forced to stay after or lose points for the project they are supposed to be working on.
1.The ideas in this chapter that I think will be most useful to me are punishment and reinforcement. In my school, our teachers were very consistent with both punishment and reinforcement. And I truly believe it has helped me and my old classmates become better students in both learning and behavior. We knew that if we acted right our teacher would encourage us to keep up with our good behavior, which is reinforcement. If we did not act right we had to accept whatever consequence were necessary, for example: writing lines and things like that; which is punishment. I truly believe that using Reinforcement in the classroom will give our future students an incentive to have good behavior, and if they happen to have bad behavior Punishment will come in very handy. 2.This chapter opened my eyes to how useful reinforcement can be.Yes, punishing our children for the bad things they do may help. But it is also nice for a student to be rewarded for the good things they have done, and it will truly help them continue to keep up the good work. 3.I am not sure of how I would put reinforcement and punishment in my classroom, but I do know for sure that I want to have a very balanced system of both implemented in my classroom. I don't want to use too much of either, because if I use too much reinforcement then my students will never learn to behave on their own. And if I use too much punishment then they might start to make complaints of me being an overly strict teacher. In my future classroom I will definitely make sure to implement a balanced system of both. 4.The one thing in this chapter that i have a question about is can reinforcements cause some students to feel worse about themselves because they may not get it as much as other students? 5.If it takes me ten minutes to get my students to calm down after the bell rings then I possibly may not be implementing punishment in the classroom correctly. It is very important for me to show my students that nothing good comes from them misbehaving; if I don't properly show them the consequences of bad behavior then it will continue to take me ten minutes or more to calm them down after the bell rings. Or it is possible that I am not properly rewarding the students who are acting right, to show the other students what will happen if they behave correctly. Like I said before; it is important for me to have a balance of both punishment and reinforcement in my classroom.
1. The idea in this chapter that will be most helpful to me is that of behavioral learning. I think this chapter has given me a good sense of some things I can do in the classroom to either encourage a behavior or try to stop a behavior from occuring. I think the information about classical and operant conditioning has made me realize that students respond differently to rewards and punishments and the self-response to positive or negative stimuli. Understanding and being able to find out what influences behavior in my classroom is essential to its success.
2. The content of this chapter has changed my view of teaching completely. It has made me realize that there are many ways to influence behavior. The chapter has made me realize that classroom management has a lot to do with what behaviors you want your students to express. Teaching is so much more than relaying information and leading a classroom. This chapter has made me believe that teaching requires a multitude of techniques and specialized skills in order to be successful.
3. I would design my classroom around and operant conditioning model as well as a classical conditioning model. I want to reward my students for the behavior I want, but I also want to punish them for behavior I don't want. I would base my classroom using a balanced approach while still letting my students try to figure out on their own what is expected and acceptable. It is important that they are able to make their own mistakes and see the consequences as well as being rewarded or punished by me in order to shape their behavior.
4. A question I have from this chapter is: how long do students get rewarded before they get complacent with the system and either disregard the reward as a reward or start to demand a "better" reward for the behavior you want to continue?
5. I think the class may feel that the teacher isn't enough of a leader and have little repsect for them if they continue to act out ten minutes after the bell rings. I would have the students come in every day and have something for them to do right away and have a system of some sort of punishment if they did not do this work. I would also assert myself and try to be the best leader and role model I could.
1. The ideas in this chapter will be most helpful to me as a teacher is how we learn. It is especially important since as educators we want our students to learn. The positive and negatyive reinforcements were helpful to learn about because then I can know what reinforcement puts out the best results of behavior in the classroom. 2. The content of this chapter has changed my view in teaching of the way that I have thought about punishments and reinforcements in the classsroom and how you can really use them to your best advantage in the classroom. 3. I might design my classroom from this chapter with a reward system set up in it. If a students has been good, they could get to sit in a comfy chair and do homework or if a student is not behaving well, they could possibly have to sit in the chair by the teacher. so, overall i would try to set up positive reinforcements in the classroom by seating arrangements. 4. A question that this chapter has possibly evoked is what do teachers consider their best discipline plan? 5. For this problem, I think the root of the problem is that there is no routine established. A teacher should establish a routine and if students don't settle in the morning,that time could be ten minutes of their time that a teacher could take at recess.
1. The ides in the chapter that will be most useful or valuable in a future teaching situation are knowing the way students learning. This includes understanding conditioning. Also, understanding the ways you can use reinforcement and punishment effectively in the classroom. The goal is never to make the children hate school, but to encourage good behavior and discourage negative behavior. Understand your class is also a very vital part of this process. 2. The content of this chapter changed my view of teaching and learning by helping me understand the way in which the learning process occurs. In general we learn best from life experiences and other things that are more hands on than memorizing. Because of this I will try to teach in a way that helps students remember without making them memorize. 3. I might design my classroom using the ideas in the chapter by using reinforcement for positive behavior and punishment for negative behavior. I will reward students for reaching goals by giving them a little something extra like candy or prize. I will discourage negative behavior by using removal punishment (recess, sitting by friends at lunch, computer time...). 4. Questions that this information has evoked: When does reinforcement become too much or distracting to learning? And how can you find the balance between reinforcing effectively and reinforcement becoming distracting to some students? 5. If a class takes ten minutes to get settled into class after the bell rings the students may feel like they need enough time to greet their classmates. The teacher should make it clear that it is okay for students to greet one another but that this needs to happen before the bell rings. The teacher needs to establish that as soon as the bell rings it is their time. Also, maybe students do not have anything to do but talk before class. Because they are talking, they feel like they need to finish the conversation they are in. If this is the case, giving before the bell work gets the students settled before the bell rings because they know if they do not do their before the bell work before class they will either have to do it later or not be able to do it at all. Having them already working makes the transition from the outside world to the classroom a little easier.
1. The most helpful information in this chapter for me is behavioral management. With behavioral management, a teacher is able to set the standards for behavior in his/her classroom and the students can have an understanding as to what is accepted as proper behavior and what things are good actions and bad actions. 2. This chapter changed my view in that a child's behavior will depend a lot on how the teacher manages the classroom. Although some children may behave and respect the teacher as an authority, that will not be the case for all students. Some will desire to stretch the limits of what they can get away with. It is the teacher's responsibility to maintain order. 3. I would design my classroom to have a discipline system with positive and negative reinforcement. There is a system using close pins that requires the child to "clip up" when good and "clip down" when they have made a poor decision. 4. I have no questions. 5. The teacher needs to set a routine for what the students should do when they enter the classroom. If the problem consists, negative reinforcement should be instituted.
1. The most useful and valuable thing I learned was that learning is more than taking in facts and knowledge. It is a process that occurs when experience causes a relatively permanent change in a person’s knowledge or behavior. Learning can be intentional or unintentional, correct or incorrect, and even conscious or unconscious. 2. This chapter has revealed many different things that will greatly change my view of teaching and learning. First off, the concepts of contiguity and classical conditioning will affect students. Like the example Mrs. Ferguson gave of her son who got a stomach ache whenever he lined up to go to math. He was so fearful of failing and being sent to another class that he became physically ill. Another thing from the chapter is the negative and positive reinforcements and punishments. These are the most common things from the chapter that I can apply to teaching. 3. I might design my classroom with things that will motivate students. I want them to come into the classroom and be conditioned so that they will be ready and excited to learn. Maybe how I decorate it or set it up somehow will help that. 4. I don’t have many questions or anything to critical, but maybe just some more explanation of the difference between positive and negative reinforcement. Reinforcement is supposed to be a good thing, correct? So what is the difference between positive and negative? 5. The students may be stalling because they don’t want to get started on work. Or, they may be accustomed to this so they don’t realize. It has become normal to them; it’s like their routine. There could be reinforcements like rewards or punishments like privileges taken away for every extra minute wasted.
1. One of the topics that I found interesting was the idea of classical conditioning. This could be used in the classroom in a few ways. If you could get to a point where a student is alert and excited about an assignment it will help both teacher and student tremendously. You can use a prize or treat of some sort to get the excitement of the student to increase when an assignment, or test, is given.
2. Operational conditioning will be beneficial in the classroom. Using the balanced of negative reinforcers and positive reinforcers will help my students in behavioral discipline. Rewarding and punishing will allow the students to learn what they have to do to succeed and get a positive reaction, rather than a negative one.
3. Control is very important in the classroom. This is achieved via operational conditioning. There will be a time to encourage a student in front of the classroom. This will in return allow students to strive to want that encouragement and "pat-on-the-back." Students will also be called out during appropriate time. This will allow the students to see that there will be some negative discipline when they miss behave.
4. One of the questions I have is how are some ways that I can incorporate classical conditioning in the classroom in a negative way? I want to find a way that I can make students have a positive attitude toward exams and assignments, which will conclude them into positive grades.
5. If a classroom is rowdy in the beginning of the class period, I will let them know that I am not happy. I will punish any one that is participating in the nonsense. When it is time to start, class will start. Punishment may range in severity with the severity of the misbehavior being done. If there are students who are not involved with the misbehavior, they will be rewarded in front of the class, so the other students know that it is better to go against the crowd, and do what is good, than to play along and be a part of trouble makers.
1. The idea from this chapter I think will be most useful is the idea of using operant and classical conditioning when designing a lesson plan. This idea will also be very useful as I plan on coaching, and when coaching, I would want my players to be able to react to situations without having to think about what they are doing, which is where I think classical conditioning can be best implemented. Whereas operant conditioning I think would be best utilized in situations where the student is set an independent task and allowed to process the information in the way which they find best for themselves. 2. This chapter has made me think about how I can use different activities dependent on how I want the student to learn the material. If I am trying to get students to just respond to a stimulus then I would approach a situation and teach in a way that will get them to respond without having to do lots of thinking, such as multiplication tables, I would use classical conditioning. Compared to if I want students to think more in depth about a topic and expand on the ideas then I would use operant condition. 3. I think that this would affect the way that I design my classroom in that I may just have some posters on the wall that shows the information that I want the students to be able to recall instantly. 4. One question this has raised is that is it better to use for classical conditioning the majority of tasks, or operant conditioning? Or does it depend on the subject matter that’s being taught? 5. In this situation it is clear that the students aren’t responding to the bell, which is the stimulus. The problem is that previous teachers have not taught the students to respond to the bell in a timely manner to take their seats. To change this I would make sure that all the students knew that they had to be settled in their seats as soon as they enter the classroom, and ready to learn, otherwise they will either lose some privileges or receive a punishment.
1. The ideas in this chapter which will be most useful to me in a future teaching situation will be the information on behavioral learning. A teacher can use operant conditioning where learning is strengthened or weakened by events that precede an action or events that follow an action. Teachers need to appropriately use reinforcement and punishment. Using a recurrent reinforcement schedule with older students will help students retain the desired skills. Research has shown that when teachers systematically reinforce appropriate behavior with student-praise and attention, it can be a very effective classroom management technique. Praise should be given to a student only when it is truly deserved, and the teacher should connect the praise to the specific appropriate behavior. Students should clearly understand what behavior they did to receive the praise. Teachers can increase both learning and desired behavior by giving rewards or privileges to students after they complete the desired behavior. If undesirable behavior cannot be corrected with positive reinforcement or if it poses a danger, then teachers may choose negative reinforcement, reprimands, response costs, or social isolation. Keep punishment mild and brief and then connect it with doing the right thing. As far as handling undesirable behavior, teachers can make sure that unpleasant situations improve when student behavior improves.
ReplyDelete2. The content of this chapter has changed my view of teaching and learning by understanding that there are reasons behind undesirable behaviors. In order to correct the undesirable behavior, functional behavior assessments may need to be completed on the student to discover the antecedents, behaviors, and consequences. Students and parents may need to be interviewed so that information can be gathered to develop an intervention plan which includes positive behavior supports.
3. Using the ideas in this chapter, I would design my classroom by allowing my secondary students to develop a privilege-list of what they would like to do in school as a reward for earning appropriate behavior. Some examples might include a no-homework pass for an assignment of their choice, being excused from a gym class of their choice, dismissed from school fifteen minutes early, or an early dismissal for lunch with a friend.
4. A question that this information has evoked is: How do you develop a school-wide positive behavior program that all teachers will use due to the fact that teachers vary to some degree on the definition of appropriate and inappropriate behavior?
5. If it takes ten minutes for a class to settle down after the bell rings, then the teacher needs to revisit the classroom management plan. Clear classroom expectations should be visible to the students. The teacher could also have a short activity posted on the white board for students to complete as soon as they enter the classroom. Students should not be assigned a seat next to another student that encourages conversation.
1. There are many ideas in this chapter that will be useful to me in a future teaching situation. The information about behavioral learning can go a long way with classroom management. I can use the ideas about classical and operant conditioning when trying to encourage and discourage behavior. Along with behavior, I can use these methods to help my students learn information easier. Also understanding if my students are enactive or vicarious learners will help me know how to discipline my classroom so as to have better behavior from all of my students.
ReplyDelete2. People, and children especially, are incredibly complicated individuals. Teaching needs to be such an individualized program, but it is very limited with what you can do when you have 25 students in your classroom. Understanding the way your students behave and understand information can help you to how to present information so that your students can easily pick up on the information the quickest.
3. Using the ideas in this chapter, when designing the structure of my classroom I need to come up with a good, effective system for reinforcement and punishment. It is a big issue, that if not thought out carefully, can lead to a disastrous school year. Allowing the students to get involved with the rules and discipline of the classroom and getting to know their behavior first I think are good first steps to coming up with an effective classroom management plan.
4. When it comes to reinforcing behavior, when does it become too much? What is the line that kids are just expected to obey a certain set of rules without reinforcement?
5. The reason that they are consistently taking too long is most likely because you allow the situation to take place repeatedly with no consistent consequence for their behavior. They either know they can get away with it or don’t even realize that it is wrong and upsets you because you never do anything about it. Taking action as soon as possible and making it consistent with no excuses would be the first thing I would do. Tell the class what is expected of them and what will happen if they do not meet those expectations.
1. While reading the chapter, I found the majority of the information to be valuable. However, the information that stood out the most was the idea of operant conditioning and how it will come into play in the classroom. Operant conditioning deals with voluntary learned responses and the application of these responses in the classroom. Why reading, the differences between punishment and reinforcement. Both are very necessary to have in the classroom to maintain order and encourage good behavior. Punishment is done to discourage or stop a behavior by inflicting negative consequences. Reinforcement encourages a good behavior by adding a positive or taking away a negative. Both reinforcement and punishment are important to understand.
ReplyDelete2. This idea of Operant conditioning most definitely affected my view of teaching and learning. It gives me an understanding why students will respond a certain way to consequences in the classroom. Knowing my students will allow me to make the consequences whether good or bad, completely appropriate for my specific students. Before this chapter, I have never really applied this type of learning to a classroom environment, but Operant conditioning seems to describe how schools’ operate. Also, the idea of social learning will most definitely come into play in an art classroom. Students will most definitely be imitating my styles or methods for creating art.
3. In the classroom, these will come into play. It is important for me to understand how to implement classroom control using operant conditioning. If a punishment is needed for a class that is out of control, I must be able understand the appropriate response. For example, a consequence I may implement for not working on a project is not being able to leave when the bells rings or a phone call home. TO encourage students to work quietly and clean up after themselves maybe I will allow students to leave 3 minutes before the bell rings.
Especially in the art classroom, I will need to encourage and give students opportunities for Social Learning. With art being a class that requires the students to do the projects they need to be able to do more than simply read how to do it. I will need to actually demonstrate or show videos of how to draw or paint with a certain style.
4. One of the major questions I have from this chapter is how the Premack Principle will be seen in class? Does the idea of reinforcers existing throughout simply refer to the structure of the classroom that encourages good behavior?
5. If a class I have has issues settling down at the beginning of the hour, it will be important to establish punishment to get rid of the bad behavior and reinforces to encourage students sitting attentive and ready for the lesson of the day. Students who come in and begin to work on their project and are not disruptive will receive verbal recognition and be allowed to leave a couple minutes early at the end of the class, barring no other incidents throughout the day. Students who are unruly will be forced to stay after or lose points for the project they are supposed to be working on.
1.The ideas in this chapter that I think will be most useful to me are punishment and reinforcement. In my school, our teachers were very consistent with both punishment and reinforcement. And I truly believe it has helped me and my old classmates become better students in both learning and behavior. We knew that if we acted right our teacher would encourage us to keep up with our good behavior, which is reinforcement. If we did not act right we had to accept whatever consequence were necessary, for example: writing lines and things like that; which is punishment. I truly believe that using Reinforcement in the classroom will give our future students an incentive to have good behavior, and if they happen to have bad behavior Punishment will come in very handy.
ReplyDelete2.This chapter opened my eyes to how useful reinforcement can be.Yes, punishing our children for the bad things they do may help. But it is also nice for a student to be rewarded for the good things they have done, and it will truly help them continue to keep up the good work.
3.I am not sure of how I would put reinforcement and punishment in my classroom, but I do know for sure that I want to have a very balanced system of both implemented in my classroom. I don't want to use too much of either, because if I use too much reinforcement then my students will never learn to behave on their own. And if I use too much punishment then they might start to make complaints of me being an overly strict teacher. In my future classroom I will definitely make sure to implement a balanced system of both.
4.The one thing in this chapter that i have a question about is can reinforcements cause some students to feel worse about themselves because they may not get it as much as other students?
5.If it takes me ten minutes to get my students to calm down after the bell rings then I possibly may not be implementing punishment in the classroom correctly. It is very important for me to show my students that nothing good comes from them misbehaving; if I don't properly show them the consequences of bad behavior then it will continue to take me ten minutes or more to calm them down after the bell rings. Or it is possible that I am not properly rewarding the students who are acting right, to show the other students what will happen if they behave correctly. Like I said before; it is important for me to have a balance of both punishment and reinforcement in my classroom.
1. The idea in this chapter that will be most helpful to me is that of behavioral learning. I think this chapter has given me a good sense of some things I can do in the classroom to either encourage a behavior or try to stop a behavior from occuring. I think the information about classical and operant conditioning has made me realize that students respond differently to rewards and punishments and the self-response to positive or negative stimuli. Understanding and being able to find out what influences behavior in my classroom is essential to its success.
ReplyDelete2. The content of this chapter has changed my view of teaching completely. It has made me realize that there are many ways to influence behavior. The chapter has made me realize that classroom management has a lot to do with what behaviors you want your students to express. Teaching is so much more than relaying information and leading a classroom. This chapter has made me believe that teaching requires a multitude of techniques and specialized skills in order to be successful.
3. I would design my classroom around and operant conditioning model as well as a classical conditioning model. I want to reward my students for the behavior I want, but I also want to punish them for behavior I don't want. I would base my classroom using a balanced approach while still letting my students try to figure out on their own what is expected and acceptable. It is important that they are able to make their own mistakes and see the consequences as well as being rewarded or punished by me in order to shape their behavior.
4. A question I have from this chapter is: how long do students get rewarded before they get complacent with the system and either disregard the reward as a reward or start to demand a "better" reward for the behavior you want to continue?
5. I think the class may feel that the teacher isn't enough of a leader and have little repsect for them if they continue to act out ten minutes after the bell rings. I would have the students come in every day and have something for them to do right away and have a system of some sort of punishment if they did not do this work. I would also assert myself and try to be the best leader and role model I could.
1. The ideas in this chapter will be most helpful to me as a teacher is how we learn. It is especially important since as educators we want our students to learn. The positive and negatyive reinforcements were helpful to learn about because then I can know what reinforcement puts out the best results of behavior in the classroom.
ReplyDelete2. The content of this chapter has changed my view in teaching of the way that I have thought about punishments and reinforcements in the classsroom and how you can really use them to your best advantage in the classroom.
3. I might design my classroom from this chapter with a reward system set up in it. If a students has been good, they could get to sit in a comfy chair and do homework or if a student is not behaving well, they could possibly have to sit in the chair by the teacher. so, overall i would try to set up positive reinforcements in the classroom by seating arrangements.
4. A question that this chapter has possibly evoked is what do teachers consider their best discipline plan?
5. For this problem, I think the root of the problem is that there is no routine established. A teacher should establish a routine and if students don't settle in the morning,that time could be ten minutes of their time that a teacher could take at recess.
1. The ides in the chapter that will be most useful or valuable in a future teaching situation are knowing the way students learning. This includes understanding conditioning. Also, understanding the ways you can use reinforcement and punishment effectively in the classroom. The goal is never to make the children hate school, but to encourage good behavior and discourage negative behavior. Understand your class is also a very vital part of this process.
ReplyDelete2. The content of this chapter changed my view of teaching and learning by helping me understand the way in which the learning process occurs. In general we learn best from life experiences and other things that are more hands on than memorizing. Because of this I will try to teach in a way that helps students remember without making them memorize.
3. I might design my classroom using the ideas in the chapter by using reinforcement for positive behavior and punishment for negative behavior. I will reward students for reaching goals by giving them a little something extra like candy or prize. I will discourage negative behavior by using removal punishment (recess, sitting by friends at lunch, computer time...).
4. Questions that this information has evoked:
When does reinforcement become too much or distracting to learning? And how can you find the balance between reinforcing effectively and reinforcement becoming distracting to some students?
5. If a class takes ten minutes to get settled into class after the bell rings the students may feel like they need enough time to greet their classmates. The teacher should make it clear that it is okay for students to greet one another but that this needs to happen before the bell rings. The teacher needs to establish that as soon as the bell rings it is their time. Also, maybe students do not have anything to do but talk before class. Because they are talking, they feel like they need to finish the conversation they are in. If this is the case, giving before the bell work gets the students settled before the bell rings because they know if they do not do their before the bell work before class they will either have to do it later or not be able to do it at all. Having them already working makes the transition from the outside world to the classroom a little easier.
1. The most helpful information in this chapter for me is behavioral management. With behavioral management, a teacher is able to set the standards for behavior in his/her classroom and the students can have an understanding as to what is accepted as proper behavior and what things are good actions and bad actions.
ReplyDelete2. This chapter changed my view in that a child's behavior will depend a lot on how the teacher manages the classroom. Although some children may behave and respect the teacher as an authority, that will not be the case for all students. Some will desire to stretch the limits of what they can get away with. It is the teacher's responsibility to maintain order.
3. I would design my classroom to have a discipline system with positive and negative reinforcement. There is a system using close pins that requires the child to "clip up" when good and "clip down" when they have made a poor decision.
4. I have no questions.
5. The teacher needs to set a routine for what the students should do when they enter the classroom. If the problem consists, negative reinforcement should be instituted.
1. The most useful and valuable thing I learned was that learning is more than taking in facts and knowledge. It is a process that occurs when experience causes a relatively permanent change in a person’s knowledge or behavior. Learning can be intentional or unintentional, correct or incorrect, and even conscious or unconscious.
ReplyDelete2. This chapter has revealed many different things that will greatly change my view of teaching and learning. First off, the concepts of contiguity and classical conditioning will affect students. Like the example Mrs. Ferguson gave of her son who got a stomach ache whenever he lined up to go to math. He was so fearful of failing and being sent to another class that he became physically ill. Another thing from the chapter is the negative and positive reinforcements and punishments. These are the most common things from the chapter that I can apply to teaching.
3. I might design my classroom with things that will motivate students. I want them to come into the classroom and be conditioned so that they will be ready and excited to learn. Maybe how I decorate it or set it up somehow will help that.
4. I don’t have many questions or anything to critical, but maybe just some more explanation of the difference between positive and negative reinforcement. Reinforcement is supposed to be a good thing, correct? So what is the difference between positive and negative?
5. The students may be stalling because they don’t want to get started on work. Or, they may be accustomed to this so they don’t realize. It has become normal to them; it’s like their routine. There could be reinforcements like rewards or punishments like privileges taken away for every extra minute wasted.
1. One of the topics that I found interesting was the idea of classical conditioning. This could be used in the classroom in a few ways. If you could get to a point where a student is alert and excited about an assignment it will help both teacher and student tremendously. You can use a prize or treat of some sort to get the excitement of the student to increase when an assignment, or test, is given.
ReplyDelete2. Operational conditioning will be beneficial in the classroom. Using the balanced of negative reinforcers and positive reinforcers will help my students in behavioral discipline. Rewarding and punishing will allow the students to learn what they have to do to succeed and get a positive reaction, rather than a negative one.
3. Control is very important in the classroom. This is achieved via operational conditioning. There will be a time to encourage a student in front of the classroom. This will in return allow students to strive to want that encouragement and "pat-on-the-back." Students will also be called out during appropriate time. This will allow the students to see that there will be some negative discipline when they miss behave.
4. One of the questions I have is how are some ways that I can incorporate classical conditioning in the classroom in a negative way? I want to find a way that I can make students have a positive attitude toward exams and assignments, which will conclude them into positive grades.
5. If a classroom is rowdy in the beginning of the class period, I will let them know that I am not happy. I will punish any one that is participating in the nonsense. When it is time to start, class will start. Punishment may range in severity with the severity of the misbehavior being done. If there are students who are not involved with the misbehavior, they will be rewarded in front of the class, so the other students know that it is better to go against the crowd, and do what is good, than to play along and be a part of trouble makers.
1. The idea from this chapter I think will be most useful is the idea of using operant and classical conditioning when designing a lesson plan. This idea will also be very useful as I plan on coaching, and when coaching, I would want my players to be able to react to situations without having to think about what they are doing, which is where I think classical conditioning can be best implemented. Whereas operant conditioning I think would be best utilized in situations where the student is set an independent task and allowed to process the information in the way which they find best for themselves.
ReplyDelete2. This chapter has made me think about how I can use different activities dependent on how I want the student to learn the material. If I am trying to get students to just respond to a stimulus then I would approach a situation and teach in a way that will get them to respond without having to do lots of thinking, such as multiplication tables, I would use classical conditioning. Compared to if I want students to think more in depth about a topic and expand on the ideas then I would use operant condition.
3. I think that this would affect the way that I design my classroom in that I may just have some posters on the wall that shows the information that I want the students to be able to recall instantly.
4. One question this has raised is that is it better to use for classical conditioning the majority of tasks, or operant conditioning? Or does it depend on the subject matter that’s being taught?
5. In this situation it is clear that the students aren’t responding to the bell, which is the stimulus. The problem is that previous teachers have not taught the students to respond to the bell in a timely manner to take their seats. To change this I would make sure that all the students knew that they had to be settled in their seats as soon as they enter the classroom, and ready to learn, otherwise they will either lose some privileges or receive a punishment.