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Class 4 Chapter 5: Behavior and Social Theories of Learning


Overview of Last Week:

Class 4 Topic Essential Questions:
  • What is the concept of "learning"?
  • What are the principles of behavioral learning theories and the implications for classroom practices? 
  • What is social learning theories and their implications for classroom practices?  
  • In what ways does behavioral and social theories of learning influence intentional teaching? 
Goal(s):
  • For students to gain a broader view of classroom management and classroom discipline as related to educational social learning theory.
  • Provide direction for personal or school improvement related behavioral and social learning theory.
Objective(s):
  • Upon completion of the student activities and extended research in the topical area graduate students will provide theoretical understanding of behavioral theories, the principals, and how social behavioral can contribute to the enhancement of teaching.  
Warm-Up Activity: View this video and discuss classroom management and classroom discipline 
Overview:
When thinking about Behavioral and Social Theories of Learning one may consider two pertinent points in teaching, Classroom Management -vs- Discipline. 
  • What is the difference?
  • In what ways are they similar? 
  • In what ways do Behavioral and Social Theories of Learning, interrelate to classroom management and discipline?
According to Marshall "Although related, classroom management and discipline are very commonly interchanged, but they are distinctly different topics and should not be lumped together as if they were synonymous" (Discipline Without Stress).

Classroom Management deals with procedures and routines to the point of becoming rituals. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite the disruptive behavior of students. The term implies the prevention of disruptive behavior. Good Management requires the use of procedure and routines.

Discipline deals with impulse management and self-control.  At times classroom discipline refers to negative consequences for a student who does not follow the rules (Discipline Without Stress). Discipline is systematic instruction intended to train a person.  Often the phrase "to discipline" carries a negative connotation. This is the case because enforcement of the order is often regulated through the threat of punishment to ensure given instructions are carried out.

Of importance, classroom management is the teacher's responsibility and discipline is the student's responsibility.  Effective teachers realize this and ensure students know this through their classroom preparation and instruction and reinforce this in their daily interaction with students. In both classroom management and classroom discipline, the teacher sets expectations for the class. The students must know at all times what is required of them, and they also must know what the consequences are if they do not adhere to those requirements. Teachers must be consistent in their application of management and discipline policies (Index for Inclusion developing learning and participation in schools).


Teachers with the poor classroom management most likely discipline to gain control of their students. Children need to know what is expected of them within the classroom and while engaged in a lesson.  A classroom run by discipline might not result in a positive learning environment.  If students do not know what is expected of them the chances of misbehavior will increase resulting in the need to discipline (Index for Inclusion developing learning and participation in schools).   

Student Activity 1: When I think of Classroom Management and Discipline I begin to envision 3 theorist, and then all these words flood back to me: (What connections can you make?)






According to the Center for Mental Health of the U.S. Department of Health and Human Services, several key risk factors are associated with poor school behavior: http://oregongearup.org/sites/oregongearup.org/files/research-briefs/disruptivebehavior.pdf
  • Poverty
  • Abuse and neglect
  • Harsh and inconsistent parenting
  • Drug and alcohol use by caregivers 
  • Emotional and physical or sexual abuse
  • Modeling of aggression 
  • Media violence 
  • Negative attitude toward school 
  • Family transitions (death or divorce) 
  • Parent criminality

Student Activity 2: What Do We Use See Or Do? (some principles of behavioral learning)
  • reinforcers 
  • intrinsic and extrinsic rewords
  • punishers
  • immediancy of consequences
  • shaping
  • extinction
  • schedules of reinforcement
  • maintenance 
  • antecedents
Engage in class dialogue.
  • In what ways do you use these reinforcers and what do you see at your school as a need for professional development to enhance the teaching at schools. You may view text pages 103-113.
  • Does your school have a behavior plan? Is it consistent? Is it monitored? What can be better according to research? 
Acitivity: ERIC and Searching 
  • Overview of ERIC - search: https://eric.ed.gov/
  • Students Research related topics: reinforcers, intrinsic and extrinsic rewords, punishers, immediancy of consequences, shaping, extinction, schedules of reinforcement, maintenance antecedents
  • This site has a list of theories/theorist which you may expand your learning: Learning Theorists Provides a brief discussion of each.  You may search for scholarly work associated with the theorists.
Assignment: 
    • Read Chapter 5
    • 2 Annotations: 
      • One from Chapter 5 text
      • One from a personal search of yours related to behavioral or social learning theory which make connections to the essential questions and or the topic of this week.   

    Extended Reading: I have found these which may expand your thoughts. You may choose or select those of your own. 



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