Keely Weinberger Professor John McGall Educational Psychology 29 March 2012 Educational Psychology Journal 6 Please provide an example

of the following behavioral approach/techniques utilized in: 1. Classical conditioning is the association of automatic responses with new stimuli.

Conditioned stimulus (formerly neural stimulus) and Conditioned response (how they involuntarily feel about) Conditioned Stimulus Mrs. Sees Conditioned Response Involuntarily feel The students really like Mrs. Sees because she is really nice, and it is clear that she truly cares about her students Involuntarily feel I think the students really like this class because they do fun labs that are hands-on. They dont have to sit through a bunch of boring lectures. Involuntarily feel Even though Im sure the students dont love doing assignments, they dont mind completing Mrs. Sees work. Just like Mc Gall, she usually assigns worksheets, and students can work together to finish them in class. The assignments arent usually too difficult, so the students usually feel good about the work in her class because the students do well.

Teacher

Subject

Physical Science

Assignments

Worksheets, labs, & group work

Identify any of the classical conditioning teacher guidelines from page 202 found in you classroom. Mrs. Sees definitely associates positive, pleasant events with learning tasks. She always lets students work together on in-class assignments, so they can discuss ideas and bounce them off of someone. She conducts a lot

of hands-on activities to help students learn by doing. These activities often allow students to express their creative side. She assigns posters and has students diagram different processes they are learning about. Unfortunately, Mrs. Sees does not always help students to risk anxiety-producing situations voluntarily and successfully. A few weeks ago, the environmental biology class had to do oral presentations about an ecological hotspot. Almost every student stood in front of the class and gave their own presentation. However, there was a situation where one of the students was feeling really upset, and the teacher allowed her friend to get in front of the class for her. I thought this was not a wise decision of Mrs. Sees. She did not help the student take a risk or learn a new skill. Mrs. Sees inadvertently taught the student that she could get out of doing work by pretending to be sick. Mrs. Sees helps students recognize differences and similarities among situations so they can discriminate and generalize appropriately. Since science is so interdisciplinary, Mrs. Sees can help students make connections with the material they are learning in class to real life. 2. Operant conditioning is learning in which voluntary behavior is strengthened or weakened by consequences or antecedents. Please complete with examples and include the following chart in your journal. a. Positive reinforcement Behavior: Students work hard to get their assignments done and to do them correctly. Reinforcer/Rewards: Mrs. Sees praises her students for doing their work or achieving academic excellence. Effects: Because students like to be appreciated for their hard work and because they earn rewards, the students are more likely to continue to work diligently at their studies. b. Negative reinforcement Behavior: Students talk during class time or act inappropriately. Reinforcer/Rewards: Mrs. Sees will give them the infamous teacher look, which acts as a buzzer. When the students start to behave and perform appropriately, she will stop giving them the look. Effects: From years of being in school, students know what the look is. Well behaved students will take the hint and get back to their studies. c. Presentation Behavior: Students have conversations while Mrs. Sees is talking Punishment: Although, I have never seen Mrs. Sees give a detention for talking, an afterschool detention is an example of a presentation punishment. Effect: In order to avoid further punishments (I know at my high school after you served 3 detentions in a row, you had to go to an in-school detention), the students will not be so talkative in class. d. Removal Behavior: Students carrying on incessantly during class after several warnings. Punishment: Mrs. Sees will assign extra homework. Assigning homework will in effect take away valuable afterschool time from the students. Effect: The next time Mrs. Sees has to reprimand students, they may think twice about carrying on again. They might get extra assignments.

e. Variable - Interval example: A pop quiz is the classic example of a variable-interval. Response pattern: If students know that pop quizzes are possible in the class, the effect would be that students learn the information and review it steadily throughout the semester. They will have a greater persistence with work and a slow decline response rate. Variable ratio example: An example of a variable-ratio is a slot machine. Response pattern: The response pattern associated with variable-ratio is a very high response rate with little pause after reinforcement. This method yields the greatest persistence and the response rate stays high then gradually drops. I know from experience that variable reinforcement schedules work. The class that I learned the most information of any class Ive ever taken was my Dendrology class. My teacher quizzed us every single week, and he quizzed us on anything from information we learned the first week to information we learned the last week of the semester. It forced you to review your notes thoroughly every week. I really learned valuable things in that class. f. Praise and ignore Behavior praised: Praise and ignore is definitely the method that Mrs. Sees uses the most to control her classroom. She always praises students who are doing work. She compliments them and encourages them. Behavior ignored: Mrs. Sees ignores students who are talking and carrying on. Sometimes, I think she ignores them too much because they get rowdy and curse. She should probably implement stricter classroom management procedures. g. Pre mack Desired behavior: Students need to sit quietly at their desks and complete their individual assignments. Reward: Once students have finished their class work, the class can watch their favorite video series Planet Earth. h. Positive practice Positive practice is practicing the correct responses immediately after errors. This ensures that practice the correct response, so they will know how to do it on their own the next time. When Mrs. Sees was teaching how to balance chemical equations, she would walk around the room to check for understanding. If she noticed that they were changing the subscripts to balance the equation, she would kindly explain that you cannot change subscripts. She would stand there while they balanced the equation by adding different coefficients. She made sure they did the problem correctly before she went to check on the other students. Discuss you teachers use of Praise Guidelines p. 209. Praise is a huge part of Mrs. Sees classroom management strategy. She reinforces positive behaviors by praising students who work diligently. She truly makes praise reinforcing. She is always clear and systematic in giving praise. She will only praise students who are doing their work and practicing appropriate behavior. She would never praise a student that didnt deserve it. Additionally, Mrs. Sees offers praise on an individual basis. She doesnt compare the accomplishments of her students. She recognizes each students individual abilities and limitations and offers praise for individual progress in the academic field of study. Furthermore, she recognizes genuine accomplishments, and she celebrates it! Although she appreciates participation, she rewards students who attain specified goals. Then, she encourages them to keep up the great work! Handling undesirable behavior Mrs. Sees is definitely not the strictest teacher in the world, but if behavior is undesirable enough, she will react accordingly. If students are simply talking while they are not supposed to,

she might just shoot them the look. In one situation, she was very firm with one of her students who was cursing and gossiping with the other students. After a good five minutes of listening to stories about the students personal life, Mrs. Sees finally reacted by firmly stating that her behavior was inappropriate for the class. You need to focus on doing your work and not chatting with your friends! Of course, the students replied by saying she was finished all her work. Luckily, Mrs. Sees responded by saying that she was missing several assignments from the student. The student quickly went back to work after that. Please provide examples of: Response cost: Teacher took away a fun activity, such as a lab. Because of the students behavior, Mrs. Sees postponed a lab where the students made solar heaters to cook hotdogs for weeks. The students thought they would never get a chance to do the activity. She gave the students time to reflect on the behavior, and when their behavior improved, she surprised them by finally doing the lab. Reprimand behavior: Students were using foul language and being disruptive. Reprimand: That is not appropriate behavior! You should know by now what is appropriate for school. Im not going to tell you again! Effect: Overall, most students are receptive to this type of reprimand. Problem students may continue to act out, so they may need harsher punishments, such as detentions. Social isolation: I have never seen Mrs. Sees use social isolation to punish a student. In fact, I dont even know if there is an empty, isolated room in the high school that could accommodate this type of punishment. I dont think this method is used very frequently in schools any more. Social isolation is controversial method. Discuss the impacts of these practices used and the guidelines found on p. 213 Of the practices described above, soft, quiet, and private reprimands seem like the best approach to decreasing disruptive Group consequences: type and effect Rewards and punishments Peer pressure (one example of positive and negative) Contingency contract if not used, create one or suggest a students behavior that would be improved/ increased Have any of your students had a Functional Behavioral Analysis?

Observational Learning: Please identify all four elements p.221 Attention, Retention, Production, Motivation, and Reinforcement.

Please identify any examples of Self-Management p.222

Keely Weinberger Professor John McGall Educational Psychology 4 April 2012 Educational Psychology Journal 7 Using a lesson you have observed (see guidelines on P. 260) identify the Elements of Information Processes. Gaining Attention p. 239 (i.e. Remember what we did yesterday?) Working Memory was the information chunked? Maintenance Rehearsal Elaborate Rehearsal Discuss Cognitive Load Long Term Memory How was it stored? Identify Elaborations; Organized Content and how was retrieved spreading activation? (Identify starting lesson Rememberand assessments) How does your teacher make declarative knowledge meaningful? p.253 Please provide examples of any mnemonics utilized. Does your teacher encourage distributed or mass practice? What learning strategies and tactics have you observed p. 272 and how are they used with general and SPED populations? How does your teacher encourage creativity p.291? How does the teacher develop critical thinking p.292? How does your teacher teach for transfer p.297? Please provide an example of each other the elements of the constructivist student centered teaching founded in your classroom p.314 Has your teacher used any of the following? Inquiry Problem Cognitive apprenticeship Reciprocal teaching Cooperative learning p. 332 Reciprocal questioning Structured controversies How does your teacher encourage self-efficacy p.356? How does your teacher encourage self-regulation p. 367?