chapter 9 learning log

What? Chapter is all about behaviorism. Behaviorism is the theoretical view that learning and behavior are explained through stimulus-response. At the beginning of class Dr. Cox walked around the room with a bag full of candy. She had us all smell it. Then she asked us what the most important thing we learned about in class was. She waited until someone said the brain and then she gave them a piece of candy. Then someone else in the class said the brain and they also got a piece of candy. It took 4 people doing that until I said the brain too, and sure enough I got a piece of candy. After everyone in class said the brain and all had candy she explained that was an example of operant conditioning. In class we learned that operant conditioning occurs when a response is reinforced so it increases that response’s frequency. We also discussed classical conditioning. Classical conditioning is being used when an unconditioned stimulus leads to an unconditioned response (UCS to UCR). Then a neural stimulus is presented right before the UCS. Before long this neural stimulus triggers the UCR which now makes it CR. Together this develops into CS to CR. Dr. Cox gave us worksheet to complete in groups with different scenarios. We had to decide whether it fit classical conditioning or operant conditioning and then explain why. This really helped me to deepen my understanding of the two. While both deal with conditioning they are done in completely different ways. We also discussed different types of reinforcers. One way to reinforce extrinsically is using a token economy. Token economy is when students are given tokens for work or behavior that later they can trade in for some type of reward. Dr. Cox shared the example of her daughter’s hot tickets. This is great to motivate students, but we should be trying to also reinforce intrinsically. We also discussed cueing which a great skill because it reminds students of what to do in a discrete way.
So what? As teachers we need to understand behaviorism in order to manage our classroom behavior. Teachers must be aware of the different types of reinforcement manifest in their classroom. Setting up different types of behaviors will help our students to become better learners in school. We can use operant conditioning with our students when teaching appropriate school behaviors. For instance, calling on a student when they raise their hand, and ignoring students that shout out. When a student gets reinforced with attention they will remember to raise their hand to get that attention. Our classes must go through shaping in order for us to see success at the end of the year. By shaping our students we can change the behavior that gets reinforced until we get to the terminal behavior that is desired. I also think it is important for teachers to apply the saying “Don’t smile until Christmas”. I think it is important for teacher to establish their expectations by strictly enforcing the rules. Once the students understand what the teacher expects and how the class runs, you can slowly lay off on the strict atmosphere.
Now What? I want to use positive and negative reinforcement to manage the behavior of my class. I want to avoid using punishment whenever possible. I want to keep a positive attitude as I go about shaping the behavior of my students. I will use a token economy in my classroom, but I will not give tokens for every assignment or every good behavior. I want to keep a balance of intrinsic and extrinsic reinforcement. I will be strict when enforcing my classroom expectations; this does not mean I will be mean, just consistent. As a teacher I will be aware of the different needs of each student. Some students will need individual behavior plans. I want to accommodate these students by collaborating with special education teachers. Managing behavior is a key component to having a successful classroom.