This journal entry
is in response to chapter five, which covers behavioral theories of learning.
The chapter reviews Pavlov’s theory of classical conditioning, Skinner’s theory
of operant conditioning, and Bandura’s theory of modeling and observational
learning. The chapter ends with a discussion of Meichenbaum’s model of
self-regulated learning. A majority of this chapter covers various kinds of
reinforcements and punishments, and how they affect a child’s behavior.
Pavlov’s theories
were based around the combination of an unconditioned stimulus and a neutral stimulus
to create a conditioned stimulus. His experiments show how learning can impact
what was previously thought of as involuntary. On the other hand, Skinner’s
work was centered around the impact consequences, positive and negative, have
on our behavior and the ways consequences can be utilized to change behavior.
There are multiple types of reinforcers and punishers, and each creates
different changes in a student’s behavior. There are also many factors that affect
the impact of reinforcers and punishers, such as immediacy, frequency and
predictability. After behavior has been positively reinforced in one area,
those skills can be generalized and transferred to other aspects of a student’s
day.
Bandura’s theory of
modeling and observational theory is built around the importance of modeling
and vicarious learning. According to Bandura, observational learning goes through
four phases: attentional, retention, reproduction, and motivational. Vicarious
learning involves learning through observing other people’s reinforcements and
punishments for various behaviors. Bandura also noted the importance of
self-regulated learning, in which people internally judge themselves and
reinforce or punish themselves accordingly. This skill can be taught to
children as they learn to set goals for themselves, assess their progress and
take responsibility for their achievements. Meichenbaum’s model of
self-regulated learning gives an excellent example of self-instruction, which
encourages the students to think about their actions and reduce disruptive
behavior. In addition to self-regulation, self-reinforcement is powerful tool
used to help students recognize and regulate their own behavior. “The belief
that one’s own efforts (rather than luck or other people or other external or
uncontrollable factors) determine one’s success or failure,” is a very powerful
skill that develops through self-reinforcement and motivation (Slavin, 2012, p.
137).
There was a lot of
information in this chapter, which consequently left me with a lot think about
as I related the topics to my own classroom and experiences. I have always
believed in positive reinforcement, and continue to remind myself to praise
desired behaviors rather than call out disruptive ones. The use of positive and
negative reinforcements clearly has a huge impact on my students’ behavior, and
I find myself using the Premack principle often when faced with unmotivated or
inappropriate students. I enjoyed learning about the sit-and-watch theory. I find
it interesting that watching others participate as you sit it is more effective
in reducing behaviors than simply removing the student from the environment. Currently,
I have students complete missing homework assignments during recess while
others play, so it is nice to know that there is scientific evidence to back up
my practices.
I want to use the
self-regulation theory in my classroom to help improve my students’ ability to
monitor and take responsibility for their own actions. This will also help
internally motivate them to be more successful in and out of class. It was very
interesting to read about the students who got together and created goals for
improving work completion and tardiness to class. I have a feeling this would
be very effective for some of my fifth grade students as they learn to become
more independent with their organization and time management.
As I read through
the chapter, different discipline situations came to mind from my past five
years in the classroom. I was reminded of a few instances where I gave
attention to the disruptive student, rather than praising those on task, and
the total lack of impact this made with the disruptive student’s behavior.
Reading about the direct impact positive reinforcement can have on the student
being praised, and those around him/her, made me realize the error of my ways. I
was better about this last year, but know that I still need to work on it. This
chapter reinforced my goal of utilizing praise more frequently and avoiding the
urge to call out the student seeking attention inappropriately.
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