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Klint White


Observations – EDFD
OQ = Observation Question
SRQ = Self Reflection Question
A = Answer
Word count of responses: 1054
Week 5
OQ: See if you can identify some chains of behaviour – antecedents, trigger,
consequences (reinforcement or deterrent)
A: An evident chain of behaviour can be clearly seen every time the bell goes for
recess/lunch/end of day. The bell (antecedent/stimulus) causes the children to want to
leave as soon as possible. This invokes a desire in the children to pack up and line up
at the door (behaviour/trigger), with the desired outcome of leaving the class
(consequence). As quietly and efficiently packing up is rewarded with the children
being able to leave quickly, it can be viewed as reinforcement. Another behaviour
chain was when some of the girls were singing rather loud and obnoxiously
(behaviour) and got told off and to stop by the teacher (trigger) but they kept singing
anyway just at a lower volume (consequence). These patterns are examples of Operant
Conditioning, described by BF Skinner. The consequences are necessary, as
“reinforcement, whether positive or negative, is the process of increasing future
behavioural probabilities” (Skinner 1938).
SRQ: What is something that would reinforce your behaviour but may be a deterrent
to someone else?
A: Something that would reinforce my behaviour, particularly during primary school,
would be the offering of bonus sport time as a reward for good behaviour. As a
student I loved sport, but it is clear that not all people liked it. Students that found
sport challenging, embarrassing, boring or monotonous would have found the
prospect of being offered it as a reward a deterrent to completing an action (finishing
work early or staying quiet for a period of time for example). However it is likely that
I would have strived to complete the activity because I enjoy sport (unless the sport
offered was Hockey or Lacrosse, then it would quickly become a deterrent for me).


Klint White
Week 6
OQ: Is the learning focussed on rote memory or deep learning? What strategies does
your teacher use to help children develop new knowledge?
A: St. Joachim’s focuses on deep learning more often than not. My associate teacher
Caroline whenever asked for assistance always either directs students to how to find
the answer for themselves (a dictionary for spelling) or instructs them of the method
to find an answer (BODMAS for maths). This way the student both learns how to
solve their current problem, and any problems in the future. However, despite this,
there is some rote learning present. The students are taught the times tables and
expected to learn them in a rote method, as well as each week difficult spelling words
the children failed on a Monday are expected to be learnt by Friday.
SRQ: What insights does meta-cognitive theory provide to your level of progress?
How will it alter your own learning as a result?
A: As stated by Wheaton (2012) in his study of an inner-city Brisbane boys school
(something I can relate to as an ex Melbourne High boys school student), personal
management of emotions is essential to achieving high academic standards. I believe
this to be true, as throughout most of high school I was able to remain fairly calm and
ended up achieving a result I was proud of. That’s not to say I didn’t feel stress when
it was needed (possibly I was a little too relaxed) during projects and exam times.
Wheaton states that “for metacognition to enhance student learning it is reliant on
cognitive and emotional factors …. Hence, it is argued that if students are unable to
recognise their academic emotions and then regulate them, they cannot think about
their thinking”. This alters my future learning by confirming that keeping a level head
is often the best way to be able to learn.

Week 7
OQ: How does the teacher in the classroom you observed cater for different learning
styles and multiple intelligences?
A: Caroline caters for multiply styles by offering tasks that have multiple facets to
them. The students are currently doing a project in which they have to produce an
advertisement for London (due to the Olympics), which can involve practically any of
Gardiners eight intelligences mentioned by Woolfolk & Margetts (2010). They can

Klint White
make props (spatial), act out scenes (Bodily-Kinaesthetic) in a confined space
(spatial), create and deliver scripts (Linguistic), one group are re-writing a song
(Musical) and all of it is being carried out in groups (Interpersonal). Caroline
wouldn’t have a day pass without talking about religion (Existential) which is one of
her passions, and maths (Mathematical) every day involves a quick solo
(Intrapersonal) test.
SRQ: Apply insights to your own learning regarding your learning style and your
teaching style. How might this impact on your teaching planning?
A: After the lecture and tutorial by Butler (2012), it became very clear to me that Kolb
would describe me as an assimilator who also used convergence. As an assimilator I
am capable of creating theoretical models by means of inductive reasoning, which
will mean that as a teacher I will try and lead my students to the answer by giving
them techniques to help them reach their goal, or check an answer (As a student if I
was unsure of a maths answer, say 8x12, I would change it to 10x10 so I knew a
ballpark figure I was after). Also having converging tendencies would lead me down a
similar path as a teacher, however this is more the ability to follow logical
applications rather than creating them. As for my teaching planning, I may have to
become more sensitive to the other types of learning if I am to get the most out of all
my students.

Week 8
OQ: How motivated were the students in the class you observed. What do you think
made the difference for those who were not motivated if any?
A: The students I viewed this week were extremely motivated, but not at all for
learning. The students were motivated to send off a classmate of theirs who has a
mental disability. The student had been splitting time between St. Joachim’s and a
special needs school but it had been decided that he would be spending all his time
there from now on. The students (grades 3-4) tried to give him the best day possible
by singing the Richmond theme song and Thomas the tank engine song. The
difference was probably that the students knew they weren’t going to see him again,
and also that they had a send-off party.


Klint White
SRQ: What breakthrough have you made this week? What helped you to make this
breakthrough? What motivates you to learn?
A: I believe that the reason I always liked school was that I never lacked motivation to
learn because I always had good problem solving strategies to help me quickly
resolve problems. I made this breakthrough just now whilst researching motivation,
and stumbled across articles by Shears (2004) and Brackett (2007), which basically
both state that students often gain self-motivation through their ability to complete
tasks. This becomes a loop which instils confidence in a student (but it can also work
in the reverse, destroying motivation and confidence if the strategies are lacking).
Personally, one of my motivations to learn is to acquire knowledge, as simple as it
sounds. I am someone who prides themselves on my knowledge and always jump at
the opportunity for a general knowledge quiz.
Brackett, V. (2007). Inspiring student self-motivation. InSight: A Collection of
Faculty Scholarship, 2, 26-31.
Butler, H. (2012 Intelligence and Learning Style [powerpoint slides], Retrieved from
Shears, M. L. (2004). Increasing student motivation in the middle school classroom.
Ontario Action Researcher, 7(3), 14.
Skinner, BF. (1938). The behavior of organisms: an experimental analysis (1st
edition). New York; Appleton-Century-Crofts
Wheaton, A. (2012). Metacognition and emotional intelligence. Australian
Educational Leader; 34(1), 38-41
Woolfolk, A., & Margetts, K. (2010) Educational psychology (2nd edition) N.S.W.,
Australia: Pearson Education Australia (TAFE)