Module 3 - Learning behaviors
Module three includes behavioral views of learning (p.260-297) and managing learning environments (p.506-549). Since I will be focusing on classroom management in my teacher interview I intend to use this blog post to analyze the behavioral views of learning. Some concepts I thought were important in this chapter were: understanding learning (p. 262-264); using reinforcers and praise well, specifically looking at the Premack principle (p.273-274); and the lessons behavioral approaches provide to teachers (p.291-292). Taking these concepts together we achieve an understanding of how to effectively and properly shape classroom behaviors.
To start we need to understand learning. According to Hoy (2019) learning occurs when experience causes a relatively permanent change in an individual’s knowledge, behavior, or potential for behavior. The most important part for us to understand as educators comes from her elaboration on that definition that these can be for better or for worse, correct or incorrect. This is where we start to get into behavioral learning theories and how the way we run our classroom can change the observable behaviors in our students. Behavioral learning can come from conditioning, both operant and classical, as well as contiguity and observational learning. (Hoy, 2019, p. 262)
One method cited as effective reinforcement was the Premack principle. As teachers, often in classrooms of a relatively large size, we need to understand that our attention is a powerful reinforcer. Praise can support positive behaviors if used appropriately, but most praise and ignore tactics are ineffective overall at changing behaviors on their own. According to Hoy (2019) the Premack principle is a way to use a more-preferred activity as a reinforcer for a less-preferred activity. Hoy (2019) notes that this is also sometimes known as the “Grandma’s rule: First do what I want you to do, then you may do what you want to do” (p.273). It is a pretty basic concept, but in order for it to be effective you need to know your class and what they like to do in their free time. These can vary from group to group but will most likely include talking, sitting with friends, using their devices, or even making videos. All of these items can be incorporated into other learning activities. The important part to remember about this principle though is to put the least preferred activity first. I know that as a parent I have used this principle at home to get my children to clean up a mess or prepare for another activity. In seeing other parents do the same I feel like this type of reinforcement will be easier for the students to understand and accept because of previous exposure. It can also serve as a connection between home and school to reinforce behaviors. (Hoy, 2019, p. 275-276)
While the Premack principle was one of those discussed in the book there are several others that have found success in the classroom. The text has distilled these down into some key principles that we need to understand as teachers to effectively reach the most students.
1. Behaviors that have been punished or ignored are not eagerly repeated. Without giving the student some sense of progress the tend not to persist.
2. When the person involved sees the consequences of their actions as positive, they are likely to repeat them.
3. Teachers sometimes respond only to inappropriate behaviors, providing reinforcing attention in the process.
4. Praise must be sincere and recognize real achievement to be effective.
5. Students can always learn to be more self managing no matter their current level of functioning. (Hoy, 2019, p. 292)
References:
Hoy, A. W. (2019). Educational psychology. NY, NY: Pearson.
To start we need to understand learning. According to Hoy (2019) learning occurs when experience causes a relatively permanent change in an individual’s knowledge, behavior, or potential for behavior. The most important part for us to understand as educators comes from her elaboration on that definition that these can be for better or for worse, correct or incorrect. This is where we start to get into behavioral learning theories and how the way we run our classroom can change the observable behaviors in our students. Behavioral learning can come from conditioning, both operant and classical, as well as contiguity and observational learning. (Hoy, 2019, p. 262)
One method cited as effective reinforcement was the Premack principle. As teachers, often in classrooms of a relatively large size, we need to understand that our attention is a powerful reinforcer. Praise can support positive behaviors if used appropriately, but most praise and ignore tactics are ineffective overall at changing behaviors on their own. According to Hoy (2019) the Premack principle is a way to use a more-preferred activity as a reinforcer for a less-preferred activity. Hoy (2019) notes that this is also sometimes known as the “Grandma’s rule: First do what I want you to do, then you may do what you want to do” (p.273). It is a pretty basic concept, but in order for it to be effective you need to know your class and what they like to do in their free time. These can vary from group to group but will most likely include talking, sitting with friends, using their devices, or even making videos. All of these items can be incorporated into other learning activities. The important part to remember about this principle though is to put the least preferred activity first. I know that as a parent I have used this principle at home to get my children to clean up a mess or prepare for another activity. In seeing other parents do the same I feel like this type of reinforcement will be easier for the students to understand and accept because of previous exposure. It can also serve as a connection between home and school to reinforce behaviors. (Hoy, 2019, p. 275-276)
While the Premack principle was one of those discussed in the book there are several others that have found success in the classroom. The text has distilled these down into some key principles that we need to understand as teachers to effectively reach the most students.
1. Behaviors that have been punished or ignored are not eagerly repeated. Without giving the student some sense of progress the tend not to persist.
2. When the person involved sees the consequences of their actions as positive, they are likely to repeat them.
3. Teachers sometimes respond only to inappropriate behaviors, providing reinforcing attention in the process.
4. Praise must be sincere and recognize real achievement to be effective.
5. Students can always learn to be more self managing no matter their current level of functioning. (Hoy, 2019, p. 292)
References:
Hoy, A. W. (2019). Educational psychology. NY, NY: Pearson.
Well said James! Something that strongly stood out to me was when you talked about preferred and less preferred activities. There are times where a student doesn’t want to do a certain activity but rather the one they prefer. For example a student may not want to participate in a jeopardy game but instead play a Kahoot. Many of the times, I am directive with the student with the current task. This is where first and then come in. I will verbally tell the student first we are participating in Jeopardy, then Kahoot. I will even write the schedule on a whiteboard. This sets the expectations so the student knows what activities are occurring and when. This works well especially in a SPED classroom.
ReplyDeleteSecondly, I liked how you included other principles mentioned in the text. The one that stood out the most was number 3, teachers sometimes respond to inappropriate behaviors. This is what we call our negative attention seekers. There seems to be a least one in each classroom. When I first became a paraprofessional, this was my weakness. After working side by side with a BCBA I was guided on how to ignore the behaviors. What I wasn’t realizing is that the student’s negative behavior was being reinforced by me giving them attention.
I agree, all kids need some praise but they don’t need the same type. I like the idea of using the Premack principle. Getting to know your students and what may enhance their learning performance is important. I was thinking maybe if you teach a large group of students it would be hard to get to know each one. Perhaps using a survey at the beginning of the year might be helpful. Many teachers get in the habit of giving demands, the child balks or resists, and then the teacher will remind the student what they will lose as you stated in example 3. This is a common error many people make. It usually escalates into a debate or argument. As teachers, we need to make sure we practice this principle because it is very effective in classroom management, especially a large group. It’s important to understand the Premack Principle in order to avoid setting yourself up for failure when you present a demand. A quick tip I have learned is if you find the words “If” or “First” coming out of your mouth as you are giving a demand, stop and think: “Have I clearly presented the reinforcement available?” I try not to create situations where it will be likely that the student will refuse to comply. This is often the case in special ed. The classroom teacher I work for now is a large supporter of the Premack Principle. Once I practiced using it, I noticed how easy and effective it is.
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