Creating An Environment For Student Learning Flashcards
Ivan Pavlov
One of the first behaviorist
Ivan Pavlov coined the term
Classical Conditioning
Classical Conditioning
program one stimulus to take over for another.
The teacher blows a whistle in the classroom
unconditioned stimulus
The students cover their ears in subsequently stop talking
Unconditioned response.
Couple the teachers hand raised (conditioned stimulus) with using the whistle for a period of time and eventually the students will cover their ears and stop talking (conditioned response) with only the teacher’s raised hand
Putting it together
Because children feel secure when they see a police officers uniform, they generalize that all uniforms make them feel safe.
Stimulus generalization
The children realize that not all uniformed people are like police officers.
Discrimination
The raised hand of the teacher no longer quiets the children.
Extinction
Developed by Skinner
emphasized the consequences of behavior
Operant conditioning
Two types of reinforcement exist:
Positive and negative
Operant conditioning
increases rate of response:
giving a piece of candy to a student when they raise their hand instead of talking out of turn
Positive reinforcement.
when stimulus is removed, the behavior strengthen:
a seat belt buzzer is an example of a negative reinforcement.
Negative reinforcement
Food and Warer,
affect behavior without having to be learned
Primary reinforcers
such as money acquire their power because of the primary reinforcers.
Generalized reinforcers
Schedules of reinforcement are associated with the classroom because students need proper reinforcement to continue certain positive behaviors.
Reinforcement in the classroom
Interval and Ratio
Two major categories
The time reinforcement is preset
Fixed Interval
As deadlines approach, student activity increases
Educational Implications of Fixed Interval
Time between reinforcement varies
Variable Interval
Steady activity results.
Educational Implications of Variable Interval
Reinforcement depends on a definite number of responses.
Fixed Ratio
After reinforcement, activity slows.
Educational Implications of Fixed Ratio
The number of responses needed for reinforcement varies
Variable Ratio
type or reinforcement show the greatest activity.
Educational Implications of Variable Ratio
Lecturing, Drill and practice, and questioning.
Instructional methods for highly directive models of classroom management.
Advocated by Lee Canter
behaviorist model of classroom management that maintains teachers have the right to establish rules, require student compliance, and expect parental and administrative support.
Assertive Discipline
a concept proposed by skinner
behavioral problems are defined and measured to determine antecedents(triggers), and consequences (reinforcers) .
Behavior Modification
Punishement is an option in this model.
3 types of acceptable punishments
Punishment
Private and consistently applied reprimand
Acceptable Punishment
Time outs remove the student from reinforcing situation
Acceptable Punishment
Response Costs
Acceptable Punishment
classroom management, democratic model.
Jacob Kounin and Rudolph Dreikurs
Prevent the behaviors whether than dealing with it once it occurs.
Democratic Model
applies to teachers who are consistently aware of what it is occurring in the classroom.
Students typically respect teachers with with-it-ness
With-it-ness
Tendency for teacher reprimands or praises to spread to students other than those for which they are intended.
Kounin: Ripple Effect
logical consequences to misbehaviors instead of punishments
Dreikurs: Logical Consequences
relate to the misconduct and seek to rectify the wrong.
Making students clean the room when they leave trash on the floor is an example of logical consequences.
Logical Consequences
Wong’s democratic model advocates a businesslike approach. Used in induction programs
Harry Wong
Learning students names,
explicitly teaching routines
establishing simple list of rules complete with consequences for violation and rewards for compliance.
Combine to create an environment of security for students.
most student centered and the least directive in the approach.
Humanistic Models of Classroom Management
Carl Rogers advocated that student should have the freedom to learn.
Humanistic Models of Classroom Management
According to rogers, the goal for students is self-discipline, and teachers, should be facilitators as opposed to directors.
Humanistic Models of Classroom Management
Inquiry Learning
Group Projects
Self- Assessment
Rogers Model
Rogers believed a list of rules would violate autonomy of the students.
Humanistic Models of Classroom Management
Organizing the physical environment Creating Classroom Rules Consequences for misbehavior Rewards for rule compliance Creating classroom routines Transitions as routines Pnishment
Trends in Classroom Management
positioning people:
Students have a clear view of instructional information
Teacher has a clear view of all students.
Organizing the physical environment
Desks and seating:
Desk are arranged facing the teacher so that he has the students attention
Arrangement should facilitate activities after the first few days.
Assign seating on the first day of school by displaying some kind of graphic.
Organizing the physical environment
Posting on walls:
Post rules with consequences and rewards
Bulletin boards are attractive and readied for student work and instructional aids.
Place daily assignments in a designated area for students to see
Record past assignments on a calendar for references by students who were absent
Display evacuation maps for fires or other procedures.
Organizing the physical environment
Materials:
Material such as pencil sharpeners, trash baskets, and books are located where they can be accessed.
Materials that present distraction should be located where students cant continually see them.
Organizing the physical environment
classroom rules should be in sync with existing school rules, posted on first day of school, parents should be made aware.
Incorporate the students by having them provide justification for rule
Creating Classroom Rules
Teacher validity is enhanced when the teacher initially assumes the role of instructional leader determining the rules.
Presented in positive manner and limited to 3 to 5.
Creating Classroom Rules
Rewards for compliance and consequences for noncompliance to the rules should be posted.
Creating Classroom Rules
Stages of consequences for noncompliance should move from less to more severe.
Should start with a warning
In the event that the first step is ineffective, develop a contract.
Consequences for misbehavior
Previous Infraction
Desired Behavior
Specific Rewards for following the desired behavior
Specific consequences for continued misbehavior
Students signature indicating understanding.
Contract should include
Rewards for compliance
Rewards for following the rules are initially important to motivate students but become less important when student realizes the intrinsic satisfaction
states that a preferred activity can be used as a positive reinforcer for a less frequent or less preferred activity.
Premack Principle
Discipline is only necessary when the routines of the classroom are not clearly stated and followed.
Creating classroom routines
determine necessary procedures. and routines before the students arrive.
The key to positive classroom management is
Entering the room Exiting the room Asking Questions Handing in school work Sharpening pencils Going to the restroom Responding to an emergency drill Forming cooperative learning groups
Have students perform the following routines
When students move from one activity to another
Behavior problems are likely to occur during this time.
Routines must be established for transitions to increase instructional time and decrease possible behavior problems.
Transitions as routines
An activity that settles students attention is advised like a problem on the board or talking about the days events.
Transitions as routines
Making students aware of the next assignment can lessen talking during transition times. Posting the activities in a location within the classroom helps.
Transitions as routines
Punishment
Currently viewed as a result of ineffective classroom management.
Punishment
Suppresses or weakens the behavior
While elimination of the behavior may bring relief to the teacher, it tends to alienate the student from the teacher which undermines the learning process.
Punishment
consequences for misbehavior must be established and shared with students at the beginning of the year
Prevent punishment from being counterproductive to learning
Punishment should be applied consistently to similar misbehaviors.
Prevent punishment from being counterproductive to learning
Punishment should be carried out privately so as not to provide a forum for attention or embarrass the students.
Prevent punishment from being counterproductive to learning
Positive alternative behaviors should be suggested
Prevent punishment from being counterproductive to learning
Time Out
Response Cost
Overcorrection
3 types of punishment used today
punishment that excludes students from activities and positive consequences
Time out
Punishment that involves the lost of a positive reinforcer.
Response Cost
student receives consequences and also must display positive practices
Overcorrection
