Consider
your CSEL intervention case study. Are there tools from a
behaviorist view for either encouraging productive behaviors or discouraging
undesirable behaviors that you could apply to the case? What are
they?
Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint (you may need to Google for ideas but it's okay to just speculate based on your prior knowledge). How do they compare to behaviorist tools? What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management?
For behaviorists, the teacher could set up an award system for Lisa. Every time she is on task and doing what she is supposed to be doing she gets points, rewards, or a sticker. This can be tricky though because it would have to be done in a way where other students get upset because they are not being rewarded. Also, the teacher can set up a system where if Lisa is not doing what she is supposed to then she has to take homework problems home and do them. When she does stay on task and do what she is supposed to do then the teacher can begin to take away the homework problems as an award. For cognitive theroy the teacher can model behavior that Lisa should have with in her group. The teacher can also model self regulation and self monitoring to help Lisa understand how to keep tabs on herself. I personally think that certain points from both behaviorist theory and cognitive theroy can be used in this case study with Lisa. I think modeling can play a major role with Lisa, and then rewarding Lisa for her performace can help her too. I am not positive but I think that for construtivist the teacher would ask Lisa what she thinks she can do to make better decisions, and let her explore her options based on what the teacher has asked of her previouisly. Behaviorist tools differ because behaviorist tools deal with response and reinforcement of behavior while cognitive is model based and constructivism is student based. I think though that when using behaviorist theories teachers must be careful with using rewards. Lisa might take advantage of her rewards, or only perform well when given a reward. If this is the case, what will the teacher do when Lisa stops performing well when the rewards stop? For me, I think cognitive theory plays a major role for classroom management because if a teacher is modeling appropriate actions and management from the start students are more likely to pick up on such things and keep it alive in the classroom!
Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint (you may need to Google for ideas but it's okay to just speculate based on your prior knowledge). How do they compare to behaviorist tools? What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management?
For behaviorists, the teacher could set up an award system for Lisa. Every time she is on task and doing what she is supposed to be doing she gets points, rewards, or a sticker. This can be tricky though because it would have to be done in a way where other students get upset because they are not being rewarded. Also, the teacher can set up a system where if Lisa is not doing what she is supposed to then she has to take homework problems home and do them. When she does stay on task and do what she is supposed to do then the teacher can begin to take away the homework problems as an award. For cognitive theroy the teacher can model behavior that Lisa should have with in her group. The teacher can also model self regulation and self monitoring to help Lisa understand how to keep tabs on herself. I personally think that certain points from both behaviorist theory and cognitive theroy can be used in this case study with Lisa. I think modeling can play a major role with Lisa, and then rewarding Lisa for her performace can help her too. I am not positive but I think that for construtivist the teacher would ask Lisa what she thinks she can do to make better decisions, and let her explore her options based on what the teacher has asked of her previouisly. Behaviorist tools differ because behaviorist tools deal with response and reinforcement of behavior while cognitive is model based and constructivism is student based. I think though that when using behaviorist theories teachers must be careful with using rewards. Lisa might take advantage of her rewards, or only perform well when given a reward. If this is the case, what will the teacher do when Lisa stops performing well when the rewards stop? For me, I think cognitive theory plays a major role for classroom management because if a teacher is modeling appropriate actions and management from the start students are more likely to pick up on such things and keep it alive in the classroom!
Great points, but do you mean social cognitive theory, the one we talked about today? That matches up more with the modeling that you pointed out, and you're right - it's really important.
ReplyDeleteI think that you gave some great points about behaviorism. Is this the learning theory that you are planning on covering in your CSEL?
ReplyDeleteI totally agree with you that there are positive and negative aspects to all of the different theories. I think that I will probably end up using some combination of all of them when I am actually in a classroom.
ReplyDelete