3rd Reading for Learning in Context Pages 81- 96 Main Idea Supporting Details Enduring Understandings A. Learners past and present environments influence how learners behave and think at any given time. B. The general social contexts in which learners grow up—families and communities and more broadly, cultures and society—also influence learners’ behaviors and cognitive processes. C. Not only does the environment affect learners and their learning, but so, too, do learners influence their environment. D. Effective teachers create a classroom environment that encourages and supports productive behaviors and ways of thinking. E. Effective teachers adapt instruction to the particular social and cultural contexts in which students live. How do learners modify their own environment? What is meant by the term niche-picking? In the preceding sections we’ve seen various ways in which people’s environments—especially their social and cultural ones—affect their learning and behavior. But the reverse is true as well: deliberately, as the next two principles reveal. niche-picking Tendency for a learner to seek out environmental conditions that are a good match with his or her existing characteristics and behaviors. What can a teacher do to provide supportive contexts for learning? If a teacher is using modeling to change a behavior or teach a new behavior, what needs to be remembered? Why is a variety of role models needed? Explain how to shape complex behaviors. There are several steps. Include each. How does a teacher provide physical and cognitive tools that can help students work and think more effectively? Why would a teacher want to encourage student dialogue and collaboration? Why would a teacher want to create a community of learners? What are the advantages of doing so? How does a teacher create a community of learners? Why is it important for a teacher to take into account the broader contexts in which students live? How does a teacher do so? What are stereotypes of Americans? 1. Create conditions that elicit desired responses. 2. Make sure productive behaviors are reinforced and unproductive behaviors are not reinforced.
 3. Make response–reinforcement contingencies clear. 4. As an alternative to punishment, reinforce productive behaviors that are incompatible with unproductive ones. 1) Attention. Attention is critical for getting information into working memory. To learn effectively, then, students must pay attention to the model and especially to critical aspects of the modeled behavior. 2) Retention. e learner must remember what the model does—in particular, by storing it in long-term memory. Students are more likely to remember information if they encode it in more than one way, perhaps as both a visual image and a verbal message for instance, teachers might describe what th ...

1. 3rd Reading for Learning in Context
Pages 81- 96
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how
learners behave and think at any given time.
B. The general social contexts in which learners grow up—
families and communities and more broadly, cultures and
society—also influence learners’ behaviors and cognitive
processes.
C. Not only does the environment affect learners and their
learning, but so, too, do learners influence their environment.
D. Effective teachers create a classroom environment that
encourages and supports productive behaviors and ways of
thinking.
E. Effective teachers adapt instruction to the particular social
and cultural contexts in which students live.
How do learners modify their own environment?
What is meant by the term niche-picking?
In the preceding sections we’ve seen various ways in which
people’s environments—especially their social and cultural
ones—affect their learning and behavior. But the reverse is true
as well: deliberately, as the next two principles reveal.
niche-picking Tendency for a learner to seek out environmental
conditions that are a good match with his or her existing
characteristics and behaviors.

2. What can a teacher do to provide supportive contexts for
learning?
If a teacher is using modeling to change a behavior or teach a
new behavior, what needs to be remembered?

3. Why is a variety of role models needed?

4. Explain how to shape complex behaviors. There are several
steps. Include each.
How does a teacher provide physical and cognitive tools that
can help students work and think more effectively?
Why would a teacher want to encourage student dialogue and
collaboration?
Why would a teacher want to create a community of learners?
What are the advantages of doing so?
How does a teacher create a community of learners?

5. Why is it important for a teacher to take into account the
broader contexts in which students live?
How does a teacher do so?

6. What are stereotypes of Americans?
1. Create conditions that elicit desired responses.
2. Make sure productive behaviors are reinforced and
unproductive behaviors are not reinforced.
3. Make response–reinforcement contingencies clear.
4. As an alternative to punishment, reinforce productive
behaviors that are incompatible with unproductive ones.
1) Attention. Attention is critical for getting information into
working memory. To learn effectively, then, students must pay
attention to the model and especially to critical aspects of the
modeled behavior.
2) Retention. e learner must remember what the model does—in
particular, by storing it in long-term memory. Students are more
likely to remember information if they encode it in more than
one way, perhaps as both a visual image and a verbal message
for instance, teachers might describe what they’re doing while
they demonstrate a particular skill. They might also attach
descriptive labels to complex behaviors that would other- wise
be difficult to remember.89 For example, when teaching
swimming, an easy way to help students elementary backstroke
is to teach them the labels chicken, airplane, and soldier.
3) Motor reproduction. The learner must be physically capable
of reproducing the behavior being demonstrated. When students
lack this ability, motor reproduction obviously can’t occur; for
example, 6-year-olds who watch an adult throw a softball don’t
have the muscular coordination to mimic a good throw. It’s
often useful to have students imitate a desired behavior

7. immediately after they see it, enabling their teacher to give
individually tailored suggestions for improvement. Yet teachers
must keep in mind a point made in the earlier Cultural
Considerations box: Students from some ethnic groups may
prefer to practice new behaviors in private at first and to
demonstrate what they’ve learned only after they’ve achieved
some degree of competence.
4) Motivation. Finally, the learner must be motivated to
demonstrate the modeled behavior. e next principle can be
helpful in enhancing learners’ motivation to imitate productive
behaviors.
In addition to modeling desired behaviors themselves, teachers
should expose students to other models whom students are
likely to perceive as competent and prestigious. For example,
teachers might invite respected professionals (e.g., police
officers, nurses, journalists) to demonstrate skills within
particular areas of expertise. they might also have students read
about or observe positive role models in books, videos, and
other media. Furthermore, students can benefit from observing
the final products of a model’s efforts
1. First reinforce any response that in some way resembles the
desired behavior. 2. Then reinforce a response that more closely
approximates the desired behavior (while no longer reinforcing
the previously reinforced response). 3. Then reinforce a
response that resembles the desired behavior even more closely.
4. Continue reinforcing closer and closer approximations to the
desired behavior. 5. Finally reinforce only the desired behavior.
Cognitive in nature. And still others—such as dictionaries,
calculators, and flowcharts—are both physical and cognitive, in
that they’re physical manifestations of concepts, formulas,
thought processes, and other forms of human cognition. All of
these tools can greatly enhance students’ ability to make sense
of school subject matter, solve problems, communicate with
others, and, more generally, thrive and prosper. Modern
technologies offer many cognitive tools that enable students to

8. tackle challenging learning tasks while also keeping the
cognitive load within reasonable limits.
Because the teacher wants the students to learn. Also, students
can gain an increasingly complex, multifaceted under- standing
of Dimmesdale that probably includes both verbal concepts
(e.g., unsure, nerd) and visual images
In one example of how a community of learners might be
structured, students are divided into small groups to study
different subtopics falling within a general theme. For instance,
sub- topics for the theme changing populations might be extinct,
endangered, artificial, assisted, and urbanized. Each group
conducts research and prepares teaching materials related to its
sub- topic. e class then reassembles into new groups that
include at least one representative from each of the previous
groups. Within these new groups, students teach one another
what they’ve learned.99 Another approach is to use a computer
network to promote a community of learners.100 In this
electronic environment, students create a variety of
documents—perhaps brief notes, lengthy reports, problem
solutions, diagrams, or short stories—and post their work as
computer files that their classmates can read, react to, and
possibly modify or build ontionsor issues to which their
classmates respond. For example, students might jointly wrestle
theories about how human beings first migrated to and then
spread throughout North and South America.101 Alternatively,
teachers and their students can jointly create class-specific
wikis, websites on which individual class members can add to,
edit, or rearrange material previously contributed - paint.com,
and wikispaces.com. and can promote fairly complex thinking
processes for extended time periods.102 It can also give
students a sense of the strategies scientists and other scholars
use to advance the frontiers of knowledge: conducting
individual and collaborative research, sharing ideas, building on
one another’s findings, and the like. In addition to its
motivational and cognitive benefits, a com- munity of learners

9. can foster productive peer relationships and create a sense of
community in the classroom—a sense that teachers and students
have shared goals, are mutually respectful and supportive of one
another’s efforts, and believe that everyone makes an important
contribution to classroom learning .A community of learners
can be especially worthwhile when a classroom includes
students from diverse cultural and socioeconomic
backgrounds.103 Such a community values the contributions of
all students and draws on everyone’s individual backgrounds,
cultural perspectives, which students can form friendships
across the lines of ethnicity, gender, socioeconomic status, and
disability. learners, as well as of group discussions in
general.104 Some students may dominate interactions, and
others—such as immigrant students who have limited
proficiency in English—may participate little or not at all.
Furthermore, what students learn is inevitably limited to the
knowledge classroom discussions or structure classrooms as
communities of learners, they must carefully accurate
understandings of the topics they’re studying.
Learn as much as you can about students’ cultural backgrounds,
and come to grips with your own cultural lens.
Remember that membership in a particular cultural or ethnic
group is not an either–or situation but, instead, a more-or-less
phenomenon.
Incorporate the perspectives and traditions of many cultures
into the curriculum.
Teachers can most effectively work with students from diverse
backgrounds when they understand the fundamental assumptions
and beliefs that underlie students’ and families’ behaviors—not
only by reading about various cultures in books and journals
and on Internet websites but also by participating in local
community activities and conversing regularly with community
members.107 Furthermore, effective teachers are keenly aware

10. that their own cultural beliefs are just that—beliefs. And they
make a concerted effort not to pass judgment on cultural
practices and beliefs very different from their own, but rather to
try to understand why people of other cultural groups think and
act as they do.
Hard working, they care about money a lot and they love
McDonalds.
Develop a question you want to have answered in class?
What are some ways to avoid problems because of the
community? because as you know every community has bad and
good thing. So as a teacher what should I do to keep the
learners a way from these bad thing.
Summarize what you learned:
Learners past and present environments influence how learners
behave and think at any given time. The general social contexts
in which learners grow up—families and communities and more
broadly, cultures and society—also influence learners’
behaviors and cognitive processes. Not only does the
environment affect learners and their learning, but so, too, do
learners influence their environment. Effective teachers create a
classroom environment that encourages and supports productive
behaviors and ways of thinking. Effective teachers adapt

11. instruction to the particular social and cultural contexts in
which students live. Community effects in the learners also the
family and the teacher.
Yasir Almutlaq 2nd Reading for Learning in Context

12. Pages 67- 80
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how
learners behave and think at any given time.
B. The general social contexts in which learners grow up—
families and communities and more broadly, cultures and
society—also influence learners’ behaviors and cognitive
processes.
C. Not only does the environment affect learners and their
learning, but so, too, do learners influence their environment.
D. Effective teachers create a classroom environment that
encourages and supports productive behaviors and ways of
thinking.
E. Effective teachers adapt instruction to the particular social
and cultural contexts in which students live.
How does working or being with others affect our learning?
What is an example of a mediated learning experience?
What are cognitive tools? What are some tools you are using to
learn?
Why are mediated learning experiences and cognitive tools
helpful for learning?
What are examples of disturbed cognition?

13. Adults and other more experienced individuals often help
children and adolescents make sense of the world through joint
discussion and co-construction of meaning regarding a
phenomenon or event they are experiencing or have recently
experienced together. Such an interaction, some- times called a
mediated learning experience, encourages a young learner to
think about the that underlie it, draw certain inferences and
conclusions from it, and so on.
As an example, consider the following exchange, in which a 5-
year-old boy and his mother are talking about a prehistoric
animal exhibit at a natural history museum: Boy: Cool. Wow,
look. Look giant teeth. Mom, look at his giant teeth. Mom:
Boy: Mom, look at his giant little tooth, look at his teeth in
his mouth, so big. Mom: Boy: Mom: Do you think he eats
plants or meat? Boy: Meat. Mom: Boy: Because he has
sharp teeth. (growling noises)
We see obvious effects of culture in many of children’s
everyday activities—in the books they read, the jokes they tell,
the roles they enact in pretend play, the extracurricular
activities they pursue,
and so on. Yet culture permeates children’s thinking processes
as well, for instance by providing a variety of cognitive tools—
concepts, symbols, problem-solving strategies, and so on—that
make
the “raw data” of any complex situation more manageable and
thus help children effectively deal with many of the tasks and
problems they face.53
- tive tools that shape growing children’s thinking processes.
For instance, preschoolers learn to - instance, snow, yucky,
birthday party, bully—help them make sense of and respond to
their physi- cal and social experiences in generally adaptive
ways.
Some cognitive tools are almost entirely mental and symbolic in
nature. For example, members of most cultures use a systematic

14. counting system (1, 2, 3 . . .) and certain units of - tities—the
amounts by nature, have both physical and symbolic
components. For example, a student might use a calendar to
keep track of upcoming school activities, assignments, and due
dates. And students in a science class might draw a line graph to
see if a particular region’s average annual rainfall has sub-
stantially increased or decreased over the past few decades. But
it’s important to remember that all these tools are cultural
creations—hence they’re part of the particular social and
cultural contexts in which learners grow up—and so not all
learners are familiar with them.
How does society and culture affect learning?
What are some examples of behaviors and belief systems that
exist in Saudi Arabia?
How do those beliefs affect how you do things in Saudi Arabia?
What are some examples of beliefs and behaviors you have
noticed about the American culture?
Of the Mississippi culture?

15. Of Mississippi College?
What behaviors have you changed because of being at
Mississippi College?
What different societies exist in Saudi Arabia?
What are specific examples of these Saudi Arabian societies
culture?
Look at the Cultural Considerations--Examples of Ethnic
Differences Table on page 74-75. Are there examples of ethnic
differences from Middle Eastern countries that should be
included?
What different ethnic groups exist in Saudi Arabia?
What beliefs of a culture would encourage learning? What
beliefs of a culture prevent or discourage learning?
What cognitive tools would a student need to study in your
major?
What groups and institutions within your society influence
children’s learning and development either directly or
indirectly?
Provide examples of resources at home and in a community
affect learning?
A society influences its members’ learning in a variety of
ways, including through the resources it provides, the activities
it supports, and the general messages it communicates. For

16. example, a society’s infrastructure—such as its roads, power
plants, and telephone and cable lines—enables the movement of
people and goods over great distances and regular collaboration
- tion, ideas, opinions, and messages (often subtle ones) about
desired behaviors and group stereotypes. And, of course,
schools provide formal structures through which children and
adults success.
Religion is the most important thing in Saudi Arabia and we all
belief in Islam.
As I said before religion is the most important thing in Saudi
Arabia and we all belief in Islam. And its affect in everything in
our life. Such as the relationships we have a strong
relationships and that is because of our religion asked us to do
that. Religion effect on everything in our life and we have to
follow it and we are happy with that.
They have a lot of values such as being on time, independent,
freedom and equality.
I used to life in Portland OR for a year and half no one talked
about religion. But when I came to Mississippi I saw many
people talked and care about religion.
Trying to be on time.
We are almost the same. But there some differences between the

17. people who lived in the middle, south, north and west.
The way the people talk is different we all speak Arabic but in
different accent.
The food is different on each part of Saudi Arabia.
The Middle East is today home to numerous long-established
ethnic groups, including; Arabs, Armenians, Assyrians, Azeris,
Balochs, Bengalis, Circassians, Egyptians, Crimean Tatars,
Druze, Filipinos, Gagauz, Georgians, Greeks, Hindus, Jews,
Kurds, Lurs, Maltese, Mandaeans, Maronites, Mhallami,
Ossetians, Pakistanis.
Ethnic groups[edit] The ethnic composition of Saudi citizens is
90% Arab and 10% Afro-Asian. Most Saudis live in Hejaz
(35%), Najd (28%), and the Eastern Province (15%).
Islam encourages us to learn and know and work.
The idea of learning is not important and the most important
thing is to make a lot of money. Making money is important but
you have to learn. Some people quite going to school to make a
business and that is very wrong belief.
Computer and Microsoft office.

18. · The ministry of education
· Preschools and schools.
· Teachers.
· Parents.
· Friends.
· Your parents experience is very important resources that will
affect in your learning.
· The internet and TV.
· Social media.
What is a question you want to have answered in class?
If I want to do an experiment in two difference society is it
possible to succeed in one society and fail in the other society
and why ?
Summarize what you learned:
I have learned that society is one of the most important thing.
The society effect on learning and it has a positive and negative
impact on the people and the way they learn. Culture also effect
on learning. Learners past and present environments influence
how learners behave and think at any given time. The general
social contexts in which learners grow up—families and
communities and more broadly, cultures and society—also
influence learners’ behaviors and cognitive processes. Not only
does the environment affect learners and their learning, but so,
too, do learners influence their environment. Effective teachers
create a classroom environment that encourages and supports

19. productive behaviors and ways of thinking. Effective teachers
adapt instruction to the particular social and cultural contexts in
which students live.
Yasir Almutlaq
1st Reading for Learning in Context
Pages 56- 67
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how
learners behave and think at any given time.
B. The general social contexts in which learners grow up—
families and communities and more broadly, cultures and
society—also influence learners’ behaviors and cognitive
processes.
C. Not only does the environment affect learners and their
learning, but so, too, do learners influence their environment.
D. Effective teachers create a classroom environment that
encourages and supports productive behaviors and ways of
thinking.
E. Effective teachers adapt instruction to the particular social
and cultural contexts in which students live.
Describe several ways in which stimuli and events in a person’s
immediate environment influence learning and behavior?

20. Define stimulus:
Define antecedent stimulus:
Define response:
To some degree, learners’ behaviors (responses) are influenced
by the objects and events (stimuli, plural for stimulus) in their
immediate surroundings. For example, in the opening case
study, Jack is enticed to see a movie with his friends and then,
later, to help out with his family’s farming chores. Several
general principles sum up much of what researchers have
discovered about how stimuli in a learner’s immediate
environment can influence the learner’s behaviors—sometimes
for the long run. Some stimuli tend to elicit certain kinds of
behaviors. Learners are more likely to acquire behaviors that
lead to desired consequences.

21. Specific object or event that influences an individual’s learning
or behavior.
Stimulus that increases the likelihood that a particular response
will follow.
Specific behavior that an individual exhibit.
Describe operant conditioning in your own words.
Why do many psychologists prefer the word reinforcer over
reward?
Explain the difference between primary reinforcers and
secondary reinforcers.

22. What is positive reinforcement?
Give several examples that positive reinforcement can take.
What is the difference between extrinsic and intrinsic
reinforcers?
Why is it important that children learn to delay gratification?
*Form of learning in which a response increases in frequency as
a result of being followed by reinforcement.
*Is a type of learning in which the strength of a behavior is

23. modified by the behavior's consequences, such as reward.
Word reward brings to mind things we'd all agree are pleasant
and desirable—perhaps praise, money, or special privi- very
appealing. A reinforce is any consequence that increases the
frequency of a particular behavior, - ticular response with a
reinforce is known as reinforcement.
In my opinion, I think if we as teacher give the students always
reward they will not feel anything and that will not encourage
them to work hard.
primary reinforces, in that they serve a basic biological need.
Food, water, sources of warmth, and oxygen are all primary
reinforces. To some extent, physical affection and cuddling
seem to address built-in biological needs as well, and for an
adolescent addicted to an illegal sub- stance, the next “fix” is
also a primary reinforce.
secondary reinforces don’t satisfy any physiological need;
praise, money, good grades, and trophies are examples. Such
stimuli may become reinforcing over time through their
association with other stimuli that already have a reinforcing
effect. For example, if praise is occa- sionally associated with a
special candy treat from Mother, and if money often comes with
a hug from Dad, the praise and money eventually become
reinforcing in and of themselves.
Phenomenon in which a response increase as a result of the
presentation.
· *A mother gives her son praise (positive stimulus) for doing
homework.
· *The little boy receives $5.00 (positive stimulus) for every
high grade.

24. The reinforces just listed are extrinsic reinforces, those
provided by the exter- nal environment (often by other people).
Yet some positive reinforces are intrinsic reinforces—those that
come from learners themselves or are inherent in tasks being
performed. Learners engage in some activities simply because
they enjoy the active- ties or like to feel competent and
successful. When people perform certain behaviors in the
absence of any observable reinforces—when they read an entire
book without putting it down, do extra classwork without being
asked, or practice with a neighbor- hood rock group into the
wee hours of the morning—they’re probably working for the
intrinsic reinforces that such activities yield.
children’s preferences for various kinds of reinforce- ers tend to
change over the course of development. A second
developmental trend is evident in the table as well: As children
grow older, they become better able to handle delay of grati
cation. at is, they can forgo small, immediate reinforces for the
larger reinforcers their long-term efforts may bring down the
road.12 Whereas a pre- schooler or kindergartner is apt to
choose a small reinforcer she can have now over a larger and
more attractive reinforcer she can’t get until tomorrow, an 8-
year-old may be willing to wait a day or two for the more
appealing item. Some adolescents can delay gratification for
several weeks or even longer.
Why do learners avoid or escape unpleasant circumstances?

25. What is negative reinforcement?
What effect does it have?
Give an example of how negative reinforcement can come into
play when a student faces an especially difficult academic task.
Sometimes learners behave not to get something, but instead to
get rid of some- is at work. Whereas positive reinforcement
involves the presentation of a stimulus, negative reinforcement
brings about the increase of a behavior through the removal of a
stimulus—typically an unpleasant one, at least from the
learner’s perspective. word negative here isn’t a value
judgment.
negative reinforcement brings about the increase of a behavior
through the removal of a stimulus—typically an unpleasant one,
at least from the learner’s perspective. The word negative here
isn’t a value judgment. It simply refers to the act of taking away
(rather than adding) a stimulus.
When a student feels that’s too hard and he might not pass or
something like that he will feel I will do it and he will try to
achieve it.
Why do learners steer clear of behaviors that lead to unpleasant
consequences?
How is negative reinforcement different from presentation
punishment?

26. How is it different from removal punishment?
negative reinforcement when they they’re talking about
administering punishment, not negative reinforcement. Whereas
negative punishment decreases. Presentation punishment
involves presenting a new stimulus, presumably something a
learner finds unpleasant and doesn’t want. Scoldings and
teacher scowls, if they lead to a reduction in the behavior they
follow, are instances of presentation punishment. Removal
punishment involves removing an existing stimu- lus or state of
affairs, presumably one a learner finds desirable and doesn’t
want to lose. Loss of a privilege, a fine or penalty (involving
the loss of money or previously earned points), and “grounding”
(when certain pleasurable outside activities are missed) are all
examples of removal punishment. Table 3.2 can help you
understand how positive reinforcement, negative reinforcement,
presentation punishment, and removal punishment are distinctly
different concepts. Certain forms of punishment, especially
those that are mild in nature and cause no physi- 15 But with-
out proper precautions, the use of punishment in the
classroom—even something as seemingly “minor” as yelling at
students, as the English literature teacher does in my earlier
example—can be counterproductive

27. How do other people influence learners’ behaviors?
Describe modeling in your own words.
What is the difference between live models and symbolic
models?
What characteristics do effective models tend to have?
When the leaners see and talk with others specially if the
learners like this person.
*Demonstrating a behavior for another person or observing and
imitating another person’s behavior.
*When a person sees another person action in a satiation and
did the same action.
Models: Person who demonstrates a behavior for someone else.
Symbolic models: real or fictional character portrayed in the
media that influences an observers behavior.
1- Competence. Learners typically try to imitate people who
do something well, not those who do it poorly.
2-Prestige and power. Learners often imitate people who are
famous powerful, either national or international level (e.g., a
renowned athlete, a popular rock star) or on the local scene
(e.g., a head cheerleader, the captain of the school hockey team,
a gang leader).
3-Gender-appropriate” behavior. Learners are more likely to
adopt behaviors they believe are appropriate for their gender
(with different learners defining gender-appropriate some- what

28. idiosyncratically).
4- Behavior relevant to one’s own situation. Learners are most
likely to imitate behaviors they believe will help them in their
own lives and circumstances.
How do specific contexts influence learners’ behaviors?
What are vicarious reinforcement and vicarious punishment?
Think of examples in your own life.
Explain how learners’ expectations affect their behavior
choices.
What is an incentive?
Contrast it with a reinforcer.
Learners sometimes experience reinforcement and punishment
vicariously—that is, by phenomenon known as vicarious

29. reinforcement their classmates experience, students might learn
that studying hard leads to good grades, that being elected to
class office brings status and popularity, or that neatness
counts. Conversely, when learners see someone else get
punished for a certain behavior, they’re less likely to behave
that way themselves—a phenomenon known as vicarious
punishment. For example, when a coach benches a football
player for unsportsmanlike conduct, other players are unlikely
to behave similarly. Unfortunately, vicarious punishment can
suppress desirable.
vicarious reinforcement Phenomenon in which a response
increases in frequency when another person is observed being
reinforced for that response.
vicarious punishment Phenomenon in which a response
decreases in frequency when another person is observed being
punished for that response.
When I was a child a lied a lot and my father called me the lier
all the time until I stop that bad habit.
Hoped-for, but not guaranteed, future consequence of behavior.
·
Develop at least one question you would like to have answered
in class?
when I as a teacher reinforce a student and another student feel

30. jealous and it might make a problem between them how can I
solve this problem?
Summarize what you learned:
This chapter is very interested and important for teachers. I
learned a lot about reinforcement and there are two kind of
reinforcement positive and negative reinforcement. I thought
before that the reinforcement is just positive. Reinforcement is
very important thing that the teacher should do and if the
teacher reinforces her or his students she or he will see high
improvement. Also, modeling in my opinion, the teacher should
be a good model in front of her or his students because usually
the students think that their teacher is a model so if the teacher
did something bad in front of her students that will effect badly
in the students.
· I wrote a lot this time because you told me to do that. I hope
that’s what you want.