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.