Chapter 9 QTC

1.      (Lower-level) What are the two important ways that instrumental conditional is different from classical conditioning (p. 292-293)?

2.      (Higher-level) Evaluate the strengths and limitations of extrinsic reinforcements. Based on that, come up with an extrinsic reinforcement system that you will use in your classroom.

13.2

(13.2) Consider a student who is disruptively talking to a neighbor while you are teaching. Develop and list a full continuum of responses for dealing with the unproductive learning behavior.

When a student is observed to talk disruptively to a neighbor during class, we can simply ignore the behavior if the occurrence is a rare occurrence, is not “contagious”, is typical of a particular age group, doesn’t interfere with classroom learning, or contains an inherently unpleasant consequence.

If the disruptive talking to a neighbor interferes with learning, teachers can adopt cueing, or the brief non-verbal (stern look, holding the index finger to mouth) or verbal signal (simple verbal instruction that doesn’t draw attention to the student) that communicates to the student that the disruptive behavior is noticed and should stop.

If cueing fails to work, the next possible step is discussing the problem privately with the student. In the process, the teacher should be open to listen to the student’s struggles, use I-messages to communicate adverse effects of the student’s behaviors, and work with the student to come up with a plan that helps the student and the classroom environment. When the student demonstrates a desire to change his/her behavior, the teacher may teach self-regulation strategies to help him/her. The teacher could also talk to the students’ parents to obtain more support or information about the student.

If the student turns out to be unwilling to change his/her behavior, a system of intensive, planned, and systematic interventions could be adopted. Strategies may involve using applied behavior analysis, positive behavioral support, teaching perspective-taking and social skills, and providing self-regulation strategies. In the process, the student’s cultural and family background should be taken into consideration.

13.1

(13.1) List five areas you will attend to as you create a learning environment that is conducive to learning.

The following strategies can be applied to help create a classroom environment that is conducive to learning:

1)  Establish and maintain effective teacher-student relationships

Personally I think the most important prerequisite for becoming a teacher (or anyone that works in a school) is that you have to genuinely care for and respect the students. I will try to demonstrate this by showing enthusiasm for my job, communicating my reasoning behind the activities and assessments inside my classroom, and genuinely involve the students in making decisions about how they want to learn. I will try to be understanding of the students’ struggles and respectful of their cultures, personalities, and preferences.

      2)    Establish and maintain effective psychological climate

An effective psychological climate is essential for learning. The classroom should be a place where all students feel safe and accepted by one another (the teacher and the other students) as they all strive to learn and achieve. Bullying would be counterproductive for an effective psychological climate and should not be tolerated. Possible ways to address bullying or any type of unsupportive behaviors include having a one-on-one conference with the students involved, teaching and modeling effective social skills, and even reporting serious incidences to principals. Motivating students to learn is also essential. Different motivational strategies (behavioral, cognitive, social cognitive, trait, etc.) could be applied based on different students and in different situations.

      3)    Set limits for classroom

      Setting limits is important, but too much limits might interfere with student creativity, effective teacher-student relationship, and effective psychological climate. The limits, or rules, should be made based on what will make the classroom run effectively for student learning. I will keep the rules simple and communicate to students the reasoning behind them. I will encourage students to give feedback regarding these rules.

      4)    Plan activities that encourage on-task behavior

       I will plan activities to satisfy the students’ need for arousal and help them stay attentive in class. The amount of structure for activities can be adjusted to guide students without inhibiting their sense of creativity.

      5)    Modify instructional strategies based on student needs

Students’ learning styles, interests, and needs should be the focus for deciding what instructional strategies to use. As teachers, it’s tempting to adopt the type of instructional strategy that we found effective as students. However, it’s important to keep in mind that the students’ preference and needs should be our focus.