Chapter Five Reflection

Chapter Five Reflection

Description

     This week's reading and discussion was from Chapter Five. The focus for this week's reading was on Behavioral and Social Theories of Learning. Learning depends on experience and feedback from the environment. Productive teachers will adapt these theories in their classroom to produce adequate learners.

Analysis

     "Learning is usually defined as a change in an individual caused by experience"(Slavin, 2015 p.100). Learning can be intentional or acquired through experience. It is a process that occurs daily and in many ways.

     In the late 19th century, researchers began studying how people and animals learn. One of those researchers was a Russian scientist named Ivan Pavlov. Through the study of the digestive process in dogs, Pavlov developed the theory of classical conditioning. This theory discovered unconditioned stimulus where a response occurred automatically without any training. In addition, Pavlov discovered that when a neutral stimulus was paired with an unconditioned stimulus, it becomes a conditioned stimulus. When this happens, it is referred to as classical conditioning.

"Pavlov and his colleagues showed how learning could affect what were once thought to be involuntary, reflexive behaviors, such as salivating" (Slavin, 2015, p.101).  

     Another researcher, B.F. Skinner, focused his work on the relation between behavior and its consequences. "The use of pleasant and unpleasant consequences to change behavior is often referred to as operant conditioning"(Slavin, 2015, p.101). Consequences play a significant role in changes of behavior. "Pleasurable consequences strengthen behavior; unpleasant consequences weaken it"(Slavin, 2015, p.103). An important principle is the Premack Principle. This principle focuses on achieving a desired behavior by pairing something desirable with something less desirable. Research on intrinsic and extrinsic reinforcers found "that the under-mining effect of extrinsic reinforcers occurs only in a limited set of circumstances, in which rewards are provided to children for engaging in an activity without any standard of performance, and only if the activity is one that children would have done on their own without any reward "(Slavin, 2015, p.105).

     Punishers must be considered when researching behavior. These are consequences that diminish behavior. There are two types of punishment; presentation punishment and removal punishment.

Presentation punishment is the use of unpleasant consequences. Removal punishment is when a pleasant punishment is removed.

     "One very important principle of behavioral learning theories is that consequences that follow behaviors closely in time affect behavior far more than delayed consequences" (Slavin, 2015, p.107).

Immediate feedback is especially effective in younger children. It allows them to see the connection between the behavior and consequence as well as strengthen the value the feedback has to the child.

"Learning is largely a matter of mastering more and more complex discriminations. For example, all letters, numbers, words, and mathematical symbols are discriminative stimuli. A young child learns to discriminate between the letters b and d. An older student learns the distinction between the words effective and efficient"(Slavin, 2015, p.112).

     Behavioral Learning theories have helped to gain understanding with social learning theories. Researcher Albert Bandura took principles from the behavioral learning theory and placed the emphasis on internal mental processes to develop social learning theories. He focused mainly on modeling and observational learning. Observational learning has four phases:  attentional, retention, reproduction, and motivational phases. Two important concepts in social learning is vicarious learning and self regulated learning. Vicarious learning is when behavior is being modeled where a student sees one being reinforced or punished for certain behaviors. Self regulated learning is when one judges their own behavior against their own standards. "Students can be taught to monitor and regulate their own behavior. Self-regulated learning strategies of this kind are often called cognitive behavior modification"(Slavin, 2015, p.116).

     

Reflection

     Behavioral and social learning theories are impactful in a successful classroom. I feel that as a teacher becomes more comfortable and experienced, many of these types of learning take place naturally. I am constantly reassessing myself and my techniques for reinforcers throughout the year. I pay close attention to what the students enjoy, what challenges them, excites them and motivates them. Every class and every student is different. There are times throughout the year, when I need to switch things up to increase more positive behavior in the classroom. For instance, I use a reward system of "golden tickets". These tickets are given out randomly throughout the day for many positive behaviors. This can include but is not limited to working hard on a test, showing good behavior in an assembly, being kind to a friend,etc. They can use these golden tickets to have play time on Fun Friday. I have learned that if I find what the students truly enjoy for Fun Friday and switch it up accordingly, this will keep them motivated to work for the golden tickets. 

    I also feel that I am successful at providing immediate feedback. I am intentional about making a walking loop around the class as they are working independently or in cooperative groups so that I can be sure to provide feedback as they are working. I work hard to grade assignments promptly so that I can be sure to go over weaknesses or struggles with them as soon as possible.

    After having read about the different behavioral theories, it has brought my attention to the fact that I can do a better job training students to self regulate their own behavior. I often opt out for the quicker, easier way when I need to take the time to teach techniques and ways for students to be in more control of their actions.

References
Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:
     Pearson Education.