Description:
The focus of reading and discussion in EDAT 6115 this week was on behavioral learning theories. Our discussions in class were based on student behaviors and consequences. When thinking about student behaviors and classroom management it is important to think about the reasons students are acting out, and what reasonable consequences would be in order to change the misbehaviors in the future.
Analyze:
Before thinking about various behavior theories, it is important to define the word learning. Slavin (2018) defines learning as, “Learning is usually defined as a change in an individual caused by experience” (Slavin, pg. 98). Behaviors, for example, are something that can be learned like the fear of needles, or it can also be something that children learn as they grow like learning to walk. There are various researched based learning theories that study the relationship between behaviors and consequences. Through our discussion post this week, my classmates and I reflected on student behaviors and consequences. A few answers I found interesting were about sending students to the office allows them to have a cool down period, it allows students to reflect upon their actions, and it gives the students an opportunity to talk to an adult (such as the counselor) about home life (which could be the cause of the acting out).
Based on the readings from Slavin and from the class discussion, it is clear that in order to have classroom management and control the misbehaviors, educators must use the process of consequences, reinforcers, punishers, extinction, and maintenance. Slavin describes the most important principle of behavioral learning is that a behavior changes based on consequences. Slavin (2018) stated, “Pleasurable consequences strengthen behavior; unpleasant consequences weaken it” (Slavin, pg. 101). A pleasurable consequence is also known as a reinforcer. This is a consequence used to strengthen a behavior, this is used when we want to praise our students through satisfying their basic needs or giving them something of value. There are also reinforcers that help to maintain behaviors through intrinsic and extrinsic rewards.
Another important principle of the behavior learning theories are the punishers. Slavin (2018) describes punishers as, “Consequences that weaken behavior are called punishers” (Slavin, pg. 105). Punishment can be different based on the situation. For example, in the Peppermint Patty clip, we watched this week the student was trying to do everything they could to get sent out of the class. This would be an example of punishment where an unpleasant consequence does not necessarily reduce the frequency of the behavior. Students sometimes misbehave because they enjoy being released from the classroom and not having to do certain work or assignments. This year I have been teaching a student who should have been classified as EBD whom I had several behavior problems with, the “solution” given to me by the administration was to take him out of my classroom when a bad behavior was happening. He would have “time away” in the office, opportunity room, or autism classroom. Once he caught on, he was having worse and worse behavior every day to get himself sent out of my room from throwing chairs, cussing, flipping desks, threatening to pee in my room, and more. It is important to note that some unpleasant consequences and punishment do not always help or improve the behaviors.
Another important principle of the behavior learning theories is shaping. Slavin (2012) defines shaping as, “When you guide students toward goals by reinforcing the many steps that lead to success, you are using a technique called shaping” (Slavin, pg. 107). This process is about teaching the behaviors through reinforcing your learners as they display the desired behaviors (Slavin, 2012). In my classroom, I spend the first few weeks of school focusing on my expectations for our classroom and student behavior. I utilize “teach-tos” where we learn as a class, the expectations for behaviors in various areas of the school: in the classroom, the lunchroom, inside the classroom etc. It is important to set the expectations from day one and then reinforce the behaviors as you see the students doing the right thing in order to guide them in your desired behaviors for them.
Another important principle of the behavior learning theories is extinction. Slavin (2012) defines extinction as, “Eventually, the behavior will be weakened, and ultimately it will disappear. This process is called extinction of a previously learned behavior” (Slavin, pg. 107). This is a great tool to use if you have a student who is constantly calling out. If you ignore them, and extinct the previously learned behavior, eventually the student will learn that they have to raise their hand in order to get your attention. Lastly, most behaviors need maintenance in order to not need further reinforcement from you down the road. The maintenance will depend on the behaviors you are trying to monitor.
Bandura had various learning theories that affected behavior, “Bandura noted that learning through modeling – directly or vicariously – involves four phases: paying attention, retaining the modeled behavior, reproducing the behavior, and being motivated to repeat the behavior” (Slavin, pg. 118). He believed that students should be taught to have expectations. I believe in his views and strive to ensure that I teach my students to have expectations for their actions within our classroom.
Reflection:
My first year of teaching last year was rough to say the least. Classroom management and behavior management were my biggest areas of struggle. I will admit, I used to be the teacher that sent the kids out of my room on the regular. I was afraid to “run my ship.” So, to me, behavior learning theories are important to me and my teaching. This concept teaches me the correct way to give consequences, and to consider all aspects of the child to figure out why they might be acting out.
I believe learning about all of the aspects of behavior learning theories will allow me to become a better teacher and be able to focus on my discipline skills within my classroom. Specifically, I will use what I learned about consequences to refocus myself and determine if sending a student out of my room would truly benefit the student and change their behaviors. When I think about my student who has EBD, I reflect upon all the ways I could have handled those situations differently based on the information I learned. I think that if he were to act out in the future instead of reaching a frustration level, I think it would be a good idea to build him a cool down spot within my classroom that I could “send” him too. In addition to that, I believe that if I talked to him more and got to know more about him, I could have a better understanding into why he acts out.
Through learning about behavior learning theories, my knowledge and beliefs about disciple have been confirmed in some ways and have definitely changed. I used to think that whenever a problem arose in my classroom, I had to remove the student from my classroom in order to gain control. I have since then realized that’s not always the best method. I don’t want to give my students reasons to leave our learning environment. My next steps based on my newly learned information is to create a cool down spot within my classroom, and to get to know my students even better on a more personal level. To learn about what makes them tick, to listen to them when they need me, and to just be there for them. You never know what a child gets when they get off that bus at home, it is our job to love them and keep them safe when they are with us at school.
Reference
Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Boston, MA: Pearson Education.
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