*Chapter Summary*
This week, we are learning about classroom management. We discussed authoritarian, permissive and authoritative approaches to managing a classroom. One of the main focuses of this chapter was problem prevention. We discussed the ripple effect, which is a group response to a reprimand directed at an individual. Here is where my *personal experience* comes into play this week.
When I was in the third grade, my cousin was in my class. He was always misbehaving, and for the most part, our teacher was kind of lenient when it came to discipline. I would imagine this contributed the behavior of a lot of students in the class. Anyway, at one point in the year, she had enough. My cousin was the ring leader usually- and this day he was definitely acting as the class clown. My teacher was out in the hall getting on to one student that kept throwing things at the back of her head while she was writing on the board. Zack, my cousin, entertained the class while she was out, and once class resumed, guess who threw an eraser at the teacher? Yep- Zack. Well, when she turned around, the class could tell she was furious. Everyone was silent - even Zack. He turned bright red and it was obvious he was guilty. She asked him if he did it and he said "NO!" Then Mrs. James threatened to keep us all after school for detention. Wouldn't you know it- she had 21 other students letting her know that Zack threw the eraser.
At this point, Mrs. James escorted Zach to the principals office and had our assistant principal come watch our classroom. The principal called Zach's mom. When it was time for lunch, we left the classroom. On our way past the office, we could hear Zach's mom yelling at him and saw that he was crying. We could see the paddle laying on the desk. (We later found out he was not paddled- it was just used as an intimidation technique.) This quickly became the buzz of the school yard at recess. Needless to say; no one threw anything else inside a classroom that year!
In the chapter we also learned how effective teachers manage a classroom. The book suggests being able to continually manage overlapping activities, not interrupting activities, maintaining the students attention and keeping them involved. Another technique is to make clear rules and procedures and continue to reinforce them daily.
To handle behavior problems the text suggests using supportive situations to help the students maintain self-control, criticize in private and then immediately offer encouragement, and the use of the "I feel" method. Other suggestions include being prompt, consistent and reasonable when dealing with the misbehavior.
The chapter finishes up by discussing the correlation between effective classroom management and the proper handling of conflicts between students and violence in the school system.
*Personal Impact*
This class has allowed me insight into various classroom situations. I think that we have been given a history of methods, the facts and information about individuals that made a profound impact on education. I have enjoyed the class and look forward to implementing these techniques in my own classroom.
*This Week in the Discussion Boards*
I think one of the most interesting things from the discussion boards so far this week is how one of my classmates made an observation that the techniques used to manage a classroom can also be beneficial to controlling your own child's behavior. I think this is very true. It made me wish that parent were required to take this class!
* Question of the Week*
The question for this week is: Choose one of the following general education blogs to read for the week http://joannejacobs.com/ or http://mspappas.preknow.org/.
I chose http://joannejacobs.com/
Would a blog like this one help you with your teaching?
Possibly? I think that the information is wonderful- but I'm not sure how this can help me being a kindergarten teacher.
Would you be able to get ideas for teaching from this blog? How? Why? Explain.
I'm not sure. I think that there are lessons to be told from this blog. For instance, the girl that plays football for a University. Nowadays, women can do anything!
Did you learn something new from the blogger? What and why did it strike you as memorable?
I learned about Cal State U having to turn away eligible freshman due to the lack of funding. I also learned about the symptoms of Asperger's Syndrome being different in males and females.
Would you want to create a site like this for others? Why or why not?
Possibly. If I had time and a lot of information to share, I think that it could be beneficial. My husband keeps one like this. It is full of random bits of information, although he offers much of his personal opinions in his.
I chose this blog because I though it was easier to read. The topics were brief and varied. I liked it. The other blog, although full of information, was longer and seemed to be less interesting to me.
Tuesday, November 18, 2008
Tuesday, November 11, 2008
Motivation (week 12)
*Chapter Summary*
In week 12, we are discussing motivation and the various approaches to incorporating motivation within a classroom. The text describes motivation as the willingness to expend a certain amount of effort to achieve a particular goal under a particular set of circumstances. The following is a list of views of motivation:
http://drs.dadeschools.net/Highlights/Highlights_2007-08.pdf
Why would you want to teach in this particular school district? This school district is very diverse. According to this website, over 75% of the annual budget is spent on providing for the students.
In week 12, we are discussing motivation and the various approaches to incorporating motivation within a classroom. The text describes motivation as the willingness to expend a certain amount of effort to achieve a particular goal under a particular set of circumstances. The following is a list of views of motivation:
- Behavioral View
- Social Cognitive View
- Cognitive Views
- Humanistic View
The behavioral view includes the reinforcement of desired behavior. We discussed both extrinsic and intrinsic motivation. The text also encourages followers of this approach to use rewards sparingly, especially in tasks that the students are naturally interested in.
The social cognitive view is rooted in the belief that students can observe and imitate modeled behavior in order to increase their own level of self-efficacy. Other cognitive views include that by setting mastery and various performance goals lead to high-performance and success rates.
The Humanistic view relies on the thought that a person is motivated when deficiency needs are not met. This view also includes that self-actualization occurs only when the lower needs are met.
The book encourages teachers to design instruction to improve academic self-concept as well as achievement. Self concept is defined as the way we view ourselves in specific domains.
The last thing this chapter discusses is the incorporation of technology into the classroom and ways to motivate the students with it. Technology can help to make the lessons more meaningful to the students because they are able to learn in a fun way. This is said to increase intrinsic motivation.
*Back To Me*
Looking back to my elementary school days, I can think of a lot of days that my teachers incorporated behavioral motivation. I had a lot of teachers that used a token economy of sorts, or kept us motivated by the use of a progress chart. This was a constant visual reminder of what was expected of us, and how well we were doing in meeting those expectations.*How Do I Benefit?*
This week's lesson will benefit me by providing various tactics when trying to motivate my students. Not only does it provide suggestions, but it also provides various results of motivation tactics. I like that it includes lesson suggestions.*This Week in the DB*
I am the only one that has posted to the DB so far, so I am limited on what I have found there as of yet. I would like to include that another student asked me about how I thought working in mixed-ability groups could benefit those that are higher-achievers. I responded that I think just because they are great in a particular subject, or even all subjects for that matter, does not mean they can not personally benefit from the social interactions with their classmates. Also, maybe someone that isn't necessarily an A+ student could teach them something new or even a new approach to something old.*Question of the Week*
Find another school district's website (this will be your fourth) outside of your hometown and/or Springfield. Answer the following questions about the school district in your blog:http://drs.dadeschools.net/Highlights/Highlights_2007-08.pdf
Why would you want to teach in this particular school district? This school district is very diverse. According to this website, over 75% of the annual budget is spent on providing for the students.
What makes this school district stand out from others that you found on the Internet? I think the report I was able to read that explained their budgets as well as the parental support and surveys of the district.
Are there specific features that this school district has to offer that you hadn't thought of before? Yes.
What are they? If not, what would you like? I enjoyed reading about the budget and the different educational programs available for the students.
Would you ever consider applying for a job at this school district? Why or why not? Yes, If I lived there. They seem to be focused on the success of their students and value input from external sources.
Based on what we've learned so far in this class, how does this school district measure up? Very well.
Friday, November 7, 2008
Approaches to Instruction (Week 11)
*Chapter Summary*
This week, we have studied the various approaches to instruction. We learned the importance of devising and using objectives. We learned that goals are set that describe the general educational outcomes and that the objectives used to meet those must be observable. We discussed taxonomy, which is the term given to arranging categories in a hierarchical order.
We discussed the behavioral approach to teaching, which focuses on direct instruction. This type of instruction is aimed toward teaching the students basic skills, and keeping them on-task in a structured and guided independent practice.
The humanistic approach addresses needs, motives, and self-perceptions. Two big supporters of this approach were Maslow and Rogers.
The social approach to teaching involves teaching the students how to learn from each other, and discourages competitive reward structures. This way also encourages mixed-ability groups rather than homogeneous groups of high ability students vs. low-ability students. This approach also promotes student interaction, as well as individual accountability.
*Back to Me*
I think that a lot of my teachers were supporters of a behavioral approach in school. Most of them used positive reinforcement to encourage us, while giving direct instruction and keeping us on-task. I think this is a helpful approach, but personally, I think that I will fall into a mix between cognitive and social approaches to teaching.
*How This Benefits Me*
This post in particular will benefit me when I am determining my instructional approach within my classroom. As I stated above, I think that I will use a mix between cognitive and social approaches with my students.
*This Week In the DB*
I was amazed to see how many students preferred different styles of instruction. I also was surprised to see that one of the students asked me about my choices in what I would hop to incorporate within my classroom, and whether or not I experienced them.
*Question of the Week*
http://www.sandi.net/about/index.html
Pick a school and answer the following questions:
Would you want to teach in this particular school district?
No.
What makes this school district stand out from others that you found on the Internet?
Its size. It is the 8th largest district in the nation.
Are there specific features that this school district has to offer that you hadn't thought of before? What are they? If not, what would you like?
No. I would like to see their NCLB ratings and AYP reports.
Would you ever consider applying for a job at this school district? Why or why not?
No. I think that it is too big. I would not want to live in an area that size, so I do not expect to ever face this opportunity. I can however appreciate the teachers there. They have an incredibly diverse student population.
Based on what we've learned so far in this class, how does this school district measure up?
I suppose it is good? I mean, I was unable to find a lot of information about the students achievements. It was primarily about the repairs and building new schools.
This week, we have studied the various approaches to instruction. We learned the importance of devising and using objectives. We learned that goals are set that describe the general educational outcomes and that the objectives used to meet those must be observable. We discussed taxonomy, which is the term given to arranging categories in a hierarchical order.
We discussed the behavioral approach to teaching, which focuses on direct instruction. This type of instruction is aimed toward teaching the students basic skills, and keeping them on-task in a structured and guided independent practice.
We also discussed the cognitive approach to teaching, which
encompasses meaningful and self-directed learning. This way, teachers tell the
students what they are expected to learn and will be tested over and the
information is presented in organized meaningful lessons. By exposing the
students to multiple points of view, meaningful learning takes place. We also
learned that technology supports a cognitive approach to teaching by allowing
the students to code, store and retrieve information.
The humanistic approach addresses needs, motives, and self-perceptions. Two big supporters of this approach were Maslow and Rogers.
The social approach to teaching involves teaching the students how to learn from each other, and discourages competitive reward structures. This way also encourages mixed-ability groups rather than homogeneous groups of high ability students vs. low-ability students. This approach also promotes student interaction, as well as individual accountability.
*Back to Me*
I think that a lot of my teachers were supporters of a behavioral approach in school. Most of them used positive reinforcement to encourage us, while giving direct instruction and keeping us on-task. I think this is a helpful approach, but personally, I think that I will fall into a mix between cognitive and social approaches to teaching.
*How This Benefits Me*
This post in particular will benefit me when I am determining my instructional approach within my classroom. As I stated above, I think that I will use a mix between cognitive and social approaches with my students.
*This Week In the DB*
I was amazed to see how many students preferred different styles of instruction. I also was surprised to see that one of the students asked me about my choices in what I would hop to incorporate within my classroom, and whether or not I experienced them.
*Question of the Week*
http://www.sandi.net/about/index.html
Pick a school and answer the following questions:
Would you want to teach in this particular school district?
No.
What makes this school district stand out from others that you found on the Internet?
Its size. It is the 8th largest district in the nation.
Are there specific features that this school district has to offer that you hadn't thought of before? What are they? If not, what would you like?
No. I would like to see their NCLB ratings and AYP reports.
Would you ever consider applying for a job at this school district? Why or why not?
No. I think that it is too big. I would not want to live in an area that size, so I do not expect to ever face this opportunity. I can however appreciate the teachers there. They have an incredibly diverse student population.
Based on what we've learned so far in this class, how does this school district measure up?
I suppose it is good? I mean, I was unable to find a lot of information about the students achievements. It was primarily about the repairs and building new schools.
Wednesday, October 29, 2008
Constructivist Learnign Theory, Problem-Solving and Transfer (week 10)
*Chapter Review*
In this chapter, we learned about Constructivist Learning Theory. This theory was proposed by Jerome Bruner in the 1960's. It consisted of the idea that "meaningful learning occurs when people use existing knowledge schemes and the viewpoints of others to interpret the world around them." The major points behind this theory are as follows:
In this chapter, we learned about Constructivist Learning Theory. This theory was proposed by Jerome Bruner in the 1960's. It consisted of the idea that "meaningful learning occurs when people use existing knowledge schemes and the viewpoints of others to interpret the world around them." The major points behind this theory are as follows:
- Meaningful learning occurs when people actively construct personal knowledge structures.
- A teacher's understanding of a subject can only partially be transferred to a student through direct instruction.
- Most knowledge structures are similar, but are changed from interaction with peers.
Three conditions that support constructivism are as follows:
- Cognitive apprenticeship between teacher and student
- The use of realistic learning tasks
- Exposure to multiple perspectives
In this chapter, we also talked about Problem-Solving and Transfer. A problem exists when a learner has a goal, but does not have a plan to reach that goal. The kinds of problems vary by age and by the individuals, but can usually be solved with using these five steps:
- Realize problem exist
- Understand the nature of the problem
- Compile relevant information
- Formulate and carry out a solution
- Evaluate the solution
Transfer of learning occurs when students use previously learned knowledge and apply it to another situation. There are many forms of transfer. See below:
- Positive transfer- A new learning task is similar to a previously learned one, and the student is able to respond similarly.
- Negative transfer- A new learning task is similar to a previously learned one, but calls for a completely different response.
- Zero transfer- The previously learned information is so different from the current situation, that it is no help.
We also learned about specific transfer, and more specifically low-road transfer. This is when you allow the students to use previously learned information in a new task. In general transfer, we talked about high-road transfer. This is when teachers educate the student on forms a plan to solve the problem that can be reconstructed later to solve other problems.
*How Will I Benefit?*
I can benefit from this blog entry specifically when I am facing challenges within my classroom. I can use this as a reference tool and will be able to recognize different approaches as needed. I think that I have already used low-road transfer numerous times in my life, and my partner adn I have used it in our activity for this class.
*This Week in the Discussion Boards*
I was both suprised and happy to see my classmates opinions on different approaches to problem-solving. I think my favorite article was Ashley's. She included that the author wrote that telling your children what to do is not the best idea, rather, tells them how to figure it out. I think that is the whole basis for problem-solving and transfer.
*Question of the Week*
The question for this week is: Find another school district's website outside of your hometown.
Madison, Connecticut -> http://www.madison.k12.ct.us/
Would you want to teach in this particular school district?
Yes.
What makes this school district stand out from others that you found on the Internet?
They have small classrooms and perform well above average on the CT Mastery test.
Are there specific features that this school district has to offer that you hadn't thought of before?
They have numerous resources available to aid teachers. I think this a a great benefit for the teachers there.
Would you ever consider applying for a job at this school district? Why or why not?
Yes, if I lived there. I think CT schools are some of the best in the country.
Based on what we've learned so far in this class, how does this school district measure up?
Very well. It appears as though they are definitely doing something right to have the success of the assessments and the AYP that they do.
Friday, October 24, 2008
Social Cognitive Theory (week 9)
*Chapter Summary*
In this chapter we learned about Social Cognitive Theory. It was developed by Albert Bandura to help explain things about an individual like their personal characteristics and behavioral patterns. We learned that by using self-control and self-regulation skills people have control of their actions. The self regulatory process consists of forethought, performance, and self-reflection.
Forethought involves goal setting and planning ways to achieve these goals. The students must learn to be self-efficient. Self-efficient means they are capable of meeting demands of certain tasks, like educational goals. Performance involves learning techniques and focusing on the task at hand. Often students will record (mentally) new behavior or study patterns for later review. Self reflection involves evaluating that recorded behavior and determining ways to improve the results of the learning process.
According to the text, self-regulation skills can be learned best by following this four-step model:
We also learned that the use of memory- directed learning or studying techniques such as mnemonic devices and rehearsal vary in their effectiveness. Rehearsal is not as effective since it typically is used as direct memorization of the facts. The facts are generally not listed word-for-word in the test, nor in "real-life." Mnemonic devices are more helpful in that they require built-in retrieval ques. Rhymes, acronyms and keywords are often used as mnemonic devices.
Comprehension tactics that were discussed in the chapter consist of self-questioning, peer-questioning, note taking and concept mapping. Self and peer questioning can often be used simultaneously in class. These are all tactics I plan to include regularly in my classroom.
*How Will I Benefit*
I will use this blog to refer back to the lessons learned in this course. I think that by providing quick and shortened summaries of the chapter, I will be better able to remember the points discussed. I do plan to keep this blog after this course and refer back to it to see my progression in understanding how to be an effective teacher.
*Following the Blog*
This week, Kiri has written about her lesson plans. She started off by saying what she typically plans to do, and then has to re-vamp the whole week to allow for what her school and state requirements entail. The whole thing is very frustrating. She writes that it is a lot harder than it looks, and for other aspiring teachers to not be fooled.
I learned that in Kiri's class, they learn a letter each week. At the beginning of each morning, Kiri sings the "Good Morning" song, and then replaces the first letter of the students name with the letter of the week. She writes that the students giggle and seem to really enjoy it. I love this idea. It is something so simple- just one more reason I can not wait to have my own class!
*This Week in the Discussion Boards*
In the DBs this week, our groups are posting their activities and papers. I think that it is very interesting to review the other projects and see how they plan to incorporate the things we are learning into their lesson plans. There is another group that chose kindergarten as their group. They are teaching the students about weather. Their project seems very involved, and while I don't think I would do it the way they are planning, I can not wait to see their final activity. Its amazing to me to see the variation in interpretations of the information we learn.
*Question of the Week*
The question for this week is: Find a school district's website outside of your hometown and/or Springfield (or the city you reside in). Copy and paste (or type) the link into your blog. Answer the following questions about the school district in your blog:
http://www.rogers.k12.ar.us/
Would you want to teach in this particular school district? Yes.
What makes this school district stand out from others that you found on the Internet? I hope to move here and teach one day is why I chose this district, but it is in the top 5% of schools in the county.
Are there specific features that this school district has to offer that you hadn't thought of before?
Yes. A teacher to student ratio of 1:16. I think that is appropriate, and much more desirable than other school districts. They also have 14 elementary schools.
Would you ever consider applying for a job at this school district? Why or why not? Yes. I hope to move there one day. I think that of all the districts in the area, this is the most inviting. You can tell they has a strong sense of pride and rightfully so. On their web page, they have a whole page dedicated to their "pride points."
Based on what we've learned so far in this class, how does this school district measure up?
I think this school measures up very well. Their test scores are above average and they have a lot of "bragging rights."
In this chapter we learned about Social Cognitive Theory. It was developed by Albert Bandura to help explain things about an individual like their personal characteristics and behavioral patterns. We learned that by using self-control and self-regulation skills people have control of their actions. The self regulatory process consists of forethought, performance, and self-reflection.
Forethought involves goal setting and planning ways to achieve these goals. The students must learn to be self-efficient. Self-efficient means they are capable of meeting demands of certain tasks, like educational goals. Performance involves learning techniques and focusing on the task at hand. Often students will record (mentally) new behavior or study patterns for later review. Self reflection involves evaluating that recorded behavior and determining ways to improve the results of the learning process.
According to the text, self-regulation skills can be learned best by following this four-step model:
- observe a model that exhibits a skill and verbalizes performance standards and motivational beliefs.
- Reproduce the general form of the model's behavior
- Exhibit the modeled behavior under similar conditions without the model present
- Adapt the modeled behavior to different tasks, settings and conditions
Self-regulation and self-efficacy are both directly related to one another and performance and achievement of the individual.
We also learned that the use of memory- directed learning or studying techniques such as mnemonic devices and rehearsal vary in their effectiveness. Rehearsal is not as effective since it typically is used as direct memorization of the facts. The facts are generally not listed word-for-word in the test, nor in "real-life." Mnemonic devices are more helpful in that they require built-in retrieval ques. Rhymes, acronyms and keywords are often used as mnemonic devices.
Comprehension tactics that were discussed in the chapter consist of self-questioning, peer-questioning, note taking and concept mapping. Self and peer questioning can often be used simultaneously in class. These are all tactics I plan to include regularly in my classroom.
*How Will I Benefit*
I will use this blog to refer back to the lessons learned in this course. I think that by providing quick and shortened summaries of the chapter, I will be better able to remember the points discussed. I do plan to keep this blog after this course and refer back to it to see my progression in understanding how to be an effective teacher.
*Following the Blog*
This week, Kiri has written about her lesson plans. She started off by saying what she typically plans to do, and then has to re-vamp the whole week to allow for what her school and state requirements entail. The whole thing is very frustrating. She writes that it is a lot harder than it looks, and for other aspiring teachers to not be fooled.
I learned that in Kiri's class, they learn a letter each week. At the beginning of each morning, Kiri sings the "Good Morning" song, and then replaces the first letter of the students name with the letter of the week. She writes that the students giggle and seem to really enjoy it. I love this idea. It is something so simple- just one more reason I can not wait to have my own class!
*This Week in the Discussion Boards*
In the DBs this week, our groups are posting their activities and papers. I think that it is very interesting to review the other projects and see how they plan to incorporate the things we are learning into their lesson plans. There is another group that chose kindergarten as their group. They are teaching the students about weather. Their project seems very involved, and while I don't think I would do it the way they are planning, I can not wait to see their final activity. Its amazing to me to see the variation in interpretations of the information we learn.
*Question of the Week*
The question for this week is: Find a school district's website outside of your hometown and/or Springfield (or the city you reside in). Copy and paste (or type) the link into your blog. Answer the following questions about the school district in your blog:
http://www.rogers.k12.ar.us/
Would you want to teach in this particular school district? Yes.
What makes this school district stand out from others that you found on the Internet? I hope to move here and teach one day is why I chose this district, but it is in the top 5% of schools in the county.
Are there specific features that this school district has to offer that you hadn't thought of before?
Yes. A teacher to student ratio of 1:16. I think that is appropriate, and much more desirable than other school districts. They also have 14 elementary schools.
Would you ever consider applying for a job at this school district? Why or why not? Yes. I hope to move there one day. I think that of all the districts in the area, this is the most inviting. You can tell they has a strong sense of pride and rightfully so. On their web page, they have a whole page dedicated to their "pride points."
Based on what we've learned so far in this class, how does this school district measure up?
I think this school measures up very well. Their test scores are above average and they have a lot of "bragging rights."
Thursday, October 16, 2008
Information Processing (week 8)
*Chapter Summary*
In this chapter we have learned about the information- processing theory. This is how an individual learn, store and recall information. We discussed memory stores and control processes. Memory stores are the sensory register, short-term memory and long-term memory. Control processes are recognition, attention, maintenance rehearsal, elaborative rehearsal, and retrieval. According to our book, some information can be held in the STM indefinitely through the use of maintenance rehearsal. We also learned that information is transferred to the LTM from the STM by learning new information and linking it to previously learned information.
We also learned about metacognition. This term is referring to the knowledge someone has about how individuals think and how those processes can be used to learn. It is something that improves with time, and is most prominent in older students.
In my experience, STM and LTM are valuable at any age. I use both in school and at work. Before now, I had not known a lot about metacognition, but after learning the definition and examples of it, I see that it is something that I use frequently.
*How Will I Benefit?*
By keeping this blog, I am able to have a quick reference to the things learned in this course. I think that by referring back to this I will be able to read about different processes involved in learning and use this as a base to build my teaching styles from. While a this point I do not have any new ideas for specific assignments, I have been able to broaden my repertoire in effective teaching tactics.
*Following the Blog*
This week Kiri has only written a few times. There are two "most memorable" posts that I read from her. One was about how she let her sons catch two spiders and she caught a beetle and took them to her classroom for her students. They kept them in an aquarium and watched them daily. After only about two days one spider was "toes up" according to the students and the other had made a web and trapped the beetle in it. Her students got to experience this first hand and in person rather than learning about it in a text book. I think this memory will stick with them much longer.
The second post was about her assistant teacher Nan leaving her classroom. Nan wrote a very inspiring email to Kiri and she shared it in her blog. Nan wanted Kiri to know that just because this year has been rough, with removing two students from her classroom in hopes that they can succeed better in a special education class, that Nan had been with Kiri four years. She reminded her of some great successes she has had and encouragement to get through the rest of the year, starting each day as new- wiping the slate clean. Nan said Kiri is a great teacher and I think Kiri knows she is. Sometimes you just need a little reminder! =)
*This Week in the Discussion Boards*
I think that the most interesting thing I have learned in the DBs this week is some different techniques that some of my other classmates plan to use in their classroom when working with students to improve their students' STM and LTM.
*Question of the Week*
What are some specific techniques that you would like to incorporate into your teaching based on information processing? Why do you think these techniques will work?
I would like to incorporate the use of maintenance rehearsal into my classroom. This will work to improve a students STM by using repetition. I will also use elaborative rehearsal to help link the students STM with LTM. I think that this will be beneficial to the students and easy to incorporate because we will continue building on previously learned concepts. Elaborative rehearsal involves organizing information with shared concepts into groups. I think this will be beneficial in my classroom to help the students to understand the similarities in ideas or concepts we are learning. This a tool that I use a lot in studying for tests, and something I find to be very beneficial.
I think that I would have used these tools and techniques prior to this chapter, but I am glad to knwo the correct terms for them and now, I will have this blog and that chapter to use as a reference tool in my teaching.
In this chapter we have learned about the information- processing theory. This is how an individual learn, store and recall information. We discussed memory stores and control processes. Memory stores are the sensory register, short-term memory and long-term memory. Control processes are recognition, attention, maintenance rehearsal, elaborative rehearsal, and retrieval. According to our book, some information can be held in the STM indefinitely through the use of maintenance rehearsal. We also learned that information is transferred to the LTM from the STM by learning new information and linking it to previously learned information.
We also learned about metacognition. This term is referring to the knowledge someone has about how individuals think and how those processes can be used to learn. It is something that improves with time, and is most prominent in older students.
In my experience, STM and LTM are valuable at any age. I use both in school and at work. Before now, I had not known a lot about metacognition, but after learning the definition and examples of it, I see that it is something that I use frequently.
*How Will I Benefit?*
By keeping this blog, I am able to have a quick reference to the things learned in this course. I think that by referring back to this I will be able to read about different processes involved in learning and use this as a base to build my teaching styles from. While a this point I do not have any new ideas for specific assignments, I have been able to broaden my repertoire in effective teaching tactics.
*Following the Blog*
This week Kiri has only written a few times. There are two "most memorable" posts that I read from her. One was about how she let her sons catch two spiders and she caught a beetle and took them to her classroom for her students. They kept them in an aquarium and watched them daily. After only about two days one spider was "toes up" according to the students and the other had made a web and trapped the beetle in it. Her students got to experience this first hand and in person rather than learning about it in a text book. I think this memory will stick with them much longer.
The second post was about her assistant teacher Nan leaving her classroom. Nan wrote a very inspiring email to Kiri and she shared it in her blog. Nan wanted Kiri to know that just because this year has been rough, with removing two students from her classroom in hopes that they can succeed better in a special education class, that Nan had been with Kiri four years. She reminded her of some great successes she has had and encouragement to get through the rest of the year, starting each day as new- wiping the slate clean. Nan said Kiri is a great teacher and I think Kiri knows she is. Sometimes you just need a little reminder! =)
*This Week in the Discussion Boards*
I think that the most interesting thing I have learned in the DBs this week is some different techniques that some of my other classmates plan to use in their classroom when working with students to improve their students' STM and LTM.
*Question of the Week*
What are some specific techniques that you would like to incorporate into your teaching based on information processing? Why do you think these techniques will work?
I would like to incorporate the use of maintenance rehearsal into my classroom. This will work to improve a students STM by using repetition. I will also use elaborative rehearsal to help link the students STM with LTM. I think that this will be beneficial to the students and easy to incorporate because we will continue building on previously learned concepts. Elaborative rehearsal involves organizing information with shared concepts into groups. I think this will be beneficial in my classroom to help the students to understand the similarities in ideas or concepts we are learning. This a tool that I use a lot in studying for tests, and something I find to be very beneficial.
I think that I would have used these tools and techniques prior to this chapter, but I am glad to knwo the correct terms for them and now, I will have this blog and that chapter to use as a reference tool in my teaching.
Thursday, October 9, 2008
Operant Conditioning (week 7)
*Chapter Summary*
In this chapter, we learned about Operant Conditioning and basic principles that have come into effect as a result of B. F. Skinner's work. We have studied positive reinforcement, negative reinforcement, type I punishment, time out, type II punishment, extinction, spontaneous recovery, generalization and discrimination.
We learned that both positive and negative reinforcement strengthen behaviors, while the others weaken target behavior. We have also learned that once the desired behavior is established, it can be maintained by using a schedule. The four types of schedules are fixed interval, where the teacher reinforces the behaviors at set period of time, variable interval, where the teachers reinforce behaviors at random periods of time, fixed ratio, where the teacher provided reinforcement after a certain number of problems completed or pages read, or variable ratio, where there is not set pattern of reinforcement after a set number.
We also learned other techniques that will aide in behavior modification, including shaping, contingency contracts and using token economies. Shaping involves reinforcing attempts that progressively get closer to the desired outcome. Contingency contracts involve having the student sign contracts agreeing to complete their homework in order to receive their reward. Token economies are classrooms in which after exemplifying the desired behavior the student is given a coin or piece of paper that has no real value at that point, but can later cash them in to receive a reward of their choice. This is the most flexible of the behavior modification techniques.
*How Do I Benefit?*
I believe that I will benefit from this chapter and the concepts learned from it by being able to better condition my class on desired behaviors. I think that I will definitely use a token economy within my classroom, and plan to use various other methods discussed in this chapter to help me as well.
*Following the Blog*
This week, Kiri talks more about her student David and how he will be moving to classroom where he can better succeed. She talks about the difficulties with him and the fact that he has experienced so many "failures" in her classroom. He needs a fresh new place to start over. She also talks about the other challenges within her classroom and how the children react. After reading her blog, I fell like I am there with her. This week she has had several adults in her classroom. One is the school psychologist that is working with Max, another troubled young boy. Nan, her assistant that works with David and finally her college intern that works with the children that speak only Spanish. She has seen many struggles this week, and to top it off, she has just announced that Nan, her assistant, is getting a new job. She was having a bad week when she went to go pick her kids up from school. She saw a former student there that raved on and on about how great of a teacher she was. She said that it seems to make all the daily struggles worth while.
*This week in the Discussion Boards*
I was actually excited to hear about some of the conditioning techniques that others in the class have experienced in their lives so far. I loved to hear how one of the students tells her son that her hears to do hear "cranky words." She said she tells him that and then ignores anything he says in a whiny or cranky voice. She said it really works for him.
I also enjoyed reading about the conditioning experiences that other students had while in school earlier in life. I think that a lot of them are great. It is hard to imagine that all classrooms that used these techniques were all following the same basic principles of B.F. Skinner.
*Question of the Week*
Looking at both positive (PR) and negative reinforcement (NR), think about how you remember these being used when you were going to school. Write those examples down. How will you use positive and negative reinforcement in your "classroom" when you become a teacher? Give examples of PR and NR as related to your "classroom" in the future - relate these examples to concepts that you can remember.
I can remember PR being used in my school in several instances. One that sticks out the most is in fourth grade. Our teacher, Mrs. Morris was a new teacher. We were her first class. I can remember that everyday after recess, if we had all been "good" earlier in the day, she would read to us. During that time, she would turn the lights off and and we could rest our heads on our desks. We all saw this as a treat, and so we complied with her instructions the rest of the day. By the end of the year, several other teachers were implementing this into their classrooms as well.
A NR that I can remember was in sixth grade. Our teacher had problems with several students in the class falling asleep or talking during the lessons, so she began to ask that at the end of each new science chapter, we would write a two page paper summarizing the text. We only had to do this twice before the other kids stopped acting up in class. She removed the negative reinforcer (the paper) after everyone behaved as expected.
In this chapter, we learned about Operant Conditioning and basic principles that have come into effect as a result of B. F. Skinner's work. We have studied positive reinforcement, negative reinforcement, type I punishment, time out, type II punishment, extinction, spontaneous recovery, generalization and discrimination.
We learned that both positive and negative reinforcement strengthen behaviors, while the others weaken target behavior. We have also learned that once the desired behavior is established, it can be maintained by using a schedule. The four types of schedules are fixed interval, where the teacher reinforces the behaviors at set period of time, variable interval, where the teachers reinforce behaviors at random periods of time, fixed ratio, where the teacher provided reinforcement after a certain number of problems completed or pages read, or variable ratio, where there is not set pattern of reinforcement after a set number.
We also learned other techniques that will aide in behavior modification, including shaping, contingency contracts and using token economies. Shaping involves reinforcing attempts that progressively get closer to the desired outcome. Contingency contracts involve having the student sign contracts agreeing to complete their homework in order to receive their reward. Token economies are classrooms in which after exemplifying the desired behavior the student is given a coin or piece of paper that has no real value at that point, but can later cash them in to receive a reward of their choice. This is the most flexible of the behavior modification techniques.
*How Do I Benefit?*
I believe that I will benefit from this chapter and the concepts learned from it by being able to better condition my class on desired behaviors. I think that I will definitely use a token economy within my classroom, and plan to use various other methods discussed in this chapter to help me as well.
*Following the Blog*
This week, Kiri talks more about her student David and how he will be moving to classroom where he can better succeed. She talks about the difficulties with him and the fact that he has experienced so many "failures" in her classroom. He needs a fresh new place to start over. She also talks about the other challenges within her classroom and how the children react. After reading her blog, I fell like I am there with her. This week she has had several adults in her classroom. One is the school psychologist that is working with Max, another troubled young boy. Nan, her assistant that works with David and finally her college intern that works with the children that speak only Spanish. She has seen many struggles this week, and to top it off, she has just announced that Nan, her assistant, is getting a new job. She was having a bad week when she went to go pick her kids up from school. She saw a former student there that raved on and on about how great of a teacher she was. She said that it seems to make all the daily struggles worth while.
*This week in the Discussion Boards*
I was actually excited to hear about some of the conditioning techniques that others in the class have experienced in their lives so far. I loved to hear how one of the students tells her son that her hears to do hear "cranky words." She said she tells him that and then ignores anything he says in a whiny or cranky voice. She said it really works for him.
I also enjoyed reading about the conditioning experiences that other students had while in school earlier in life. I think that a lot of them are great. It is hard to imagine that all classrooms that used these techniques were all following the same basic principles of B.F. Skinner.
*Question of the Week*
Looking at both positive (PR) and negative reinforcement (NR), think about how you remember these being used when you were going to school. Write those examples down. How will you use positive and negative reinforcement in your "classroom" when you become a teacher? Give examples of PR and NR as related to your "classroom" in the future - relate these examples to concepts that you can remember.
I can remember PR being used in my school in several instances. One that sticks out the most is in fourth grade. Our teacher, Mrs. Morris was a new teacher. We were her first class. I can remember that everyday after recess, if we had all been "good" earlier in the day, she would read to us. During that time, she would turn the lights off and and we could rest our heads on our desks. We all saw this as a treat, and so we complied with her instructions the rest of the day. By the end of the year, several other teachers were implementing this into their classrooms as well.
A NR that I can remember was in sixth grade. Our teacher had problems with several students in the class falling asleep or talking during the lessons, so she began to ask that at the end of each new science chapter, we would write a two page paper summarizing the text. We only had to do this twice before the other kids stopped acting up in class. She removed the negative reinforcer (the paper) after everyone behaved as expected.
I think that I will use these techniques and others that we have learned about in this chapter. As I mentioned earlier, I think that the token economy is a great idea. Because I plan to teach kindergarten, I think this will be a great way to reinforce the students behaviors positively. I can also take token away from them should they start acting in an undesirable manner.
I also think that I will use a reading time with my students. I think that as a result of a positive and desired behavior, I will allow them to pick out a story book and we will read that at the end of the day. This will be more directed to the class as a whole.
Needless to say, I plan on using several of the techniques taught in this chapter within my own classroom. I think that each technique could impact each behavior from each student in a different way.
Subscribe to:
Posts (Atom)
