Reflective Journal # 2 Chapter 5

Reflective Journal # 2

This week journal entry focuses on behaviors that are present. There are several methods present to help assist in different types of behaviors. These behaviors are all not considered bad behavior, as some of them are coping mechanisms for students to do well.

Reflection:

Chapter five focuses on social theories of learning. This chapter is a very important chapter because each student present in the classroom face different obstacles that may inhibit the learning environment. Being a teacher I have learned that not all of the problems in the classroom is be quiet or sit down. There are times I may have to say wake up, hold your head up, stop messing with your hand, or simply leave your face alone. I have also had to deal with emotional issues with students who cry or students who are just down. All of these behaviors are present and as a teacher we have to know how to deal with them.

In this chapter the author talks about three different types of learning behavior theories. The behavior theories are behavioral leaning theories, social learning theories, and cognitive learning theories. Each of these have different observances in the classroom. Behavioral deals with consequences and how the pleasurable and unpleasable consequences affect future occurrences. Social deals with thought and actions of thought. Cognitive deals with mental processes and the things we cannot observe. All of these are important. They are important as we have to deal with several different cases of behaviors and we need to know how to. As a teacher we have to exhibit empathy when it comes to behavior. We cannot always be reactive we have to often times be proactive because situations can become worst.

Being that I am a part of PBIS at my school I try to be sure to reinforce positive behaviors. There is nothing wrong with punishment but reinforcing positive behaviors are always the best. In this chapter the author talks about vicarious learning. Vicarious learning focuses on those students that are doing the right thing. I teach in a sixth grade classroom and this really works. Before reading this chapter I did not know this method had a name, but it is great. In the classroom when the students who are doing what they are supposed to be doing receives positive accolades this often contributes to the other students who are not receiving accolades. Those students are now trying to do what they are supposed to be doing to get those positive accolades towards them. This chapter is a great guide to behaviors and assisting teachers as well as parent on how to help their child cope through behaviors.

References

Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:

      Pearson Education.

Reflective Journal #1 Chapter 2

Reflective Journal #1

This week journal entry will focus on cognitive development and how students learn. Throughout the chapters there are several pieces of information that is vital to growth and development of how students cope and learn.

Reflection:

After reading this chapter on development it was evident that children as well as adults learn differently and at different stages of their life. Growing up I would always try to figure out why everyone was so different in class or why one student behaved differently from the other. Even after becoming a teacher and learning about different teaching and learning styles it was a wow moment for me. It shows that everyone is different but similar information can be attained. As a teacher the basis of the chapter simply states know your students so that you can cater to their development and style of learning.

I work with students of all ability levels which means I have to be sure to learn my students. Piaget mentions scheme’s in chapter 2 which shows from the beginning stages of life most children try to fit in. Children take what they see and make it what they know. This is exactly what need to happen in the classroom. I like to use real life examples because these are things the students already know. When we can relate or develop our lasting scheme the information can be put forth to learn more. This does not mean each idea is the same or everyone will have the idea. Throughout the year I give several assignments based on choice. These are called choice boards. These boards are used in a variety of ways but they are definitely made of choice. This gives the opportunity for that student to pick their familiar scheme and work with it.

In my opinion Vygotsky has the best idea of development. I recently attended a training, and this training was to assist with classroom zoning and behaviors. I usually have no more than fifteen students in my classroom each block, but I wanted to be sure to accommodate them all. I use several different grouping methods as well as scaffolding. Vygotsky’s belief about zone of proximal development was a major discussion during this staff development. Zone of Proximal Development is a major use in the classroom. It is ok for teachers to lecture for short periods and work with students, but students would rather work with their peers to achieve their ending goal. Working with peers take away the factor of the teacher is sitting with me and everyone knows that I am struggling. This also works when I use students from one block to the next. There are several methods in this chapter that will be put to use in my classroom. My ultimate goal is to see growth and maturity in each student.

References

Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:

Pearson Education.