Shelby behaviorism
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Behaviorism is a learning theory that focuses on how environmental stimuli shape observable behaviors through reinforcement or punishment. Key proponents included Watson, Pavlov, Skinner, Thorndike, and Bandura. According to behaviorism, learning is passive and learners respond to their environment. Teachers can apply behaviorism by rewarding good behaviors like turning assignments in on time through positive reinforcement like stickers or extra points. While rewards are helpful, they should not be overused as students may come to expect rewards rather than being intrinsically motivated to learn.
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1) The document provides an overview of a presentation on understanding school avoidance, refusal, and truancy.
2) It defines these terms and explains their functions. School avoidance stems from negative reinforcement and escaping situations, while refusal provides positive reinforcement or rewards.
3) The presentation outlines the procedures a school, referred to as LT, follows in responding to these issues, including assessments, interventions, accommodations and consequences depending on the situation.
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In this webinar, Lee Kern, Ph.D., and Michael George, Ed.D., provided basic classroom management and instructional strategies that have a large impact on problem behavior and learning. They introduced three basic behavior management strategies and three powerful instructional strategies that will greatly improve student behavior and learning. Specific steps of each strategy were described in detail so that participants could readily implement the interventions in their own classrooms with little additional preparation.
Dr. Kern and Dr. George familiarized webinar attendees with assessments that allowed them to take a deeper look at their classroom environment in order to optimize behavior and learning over the long term. Attendees were introduced to assessments that will help them determine strengths in their classroom and identify areas needing improvement. The information links directly to classroom improvements.
Dr. Kern and Dr. George shared how to:
• Identify classroom features that contribute to optimal learning and appropriate behavior
• Assess the environment in your own classroom to determine variables contributing to behavior and learning problems
• Describe three strategies to improve student behavioral outcomes and three instructional approaches that will enhance student engagement and motivation
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Transitions
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The research found that student achievement can drop following the transition due to complexity in changing environments. Students' attitudes towards school and subjects may decrease as non-academic interests increase. However, transition is not generally a "disaster" and most students adapt quickly to new routines and rules. Students identified reasons for potential disengagement if not supported, and insights into keeping students engaged. The transition process spans from 8th grade through 10th grade.
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This document provides faculty and staff guidance on responding to distressed or disruptive student behavior. It defines distressed students as experiencing emotional or psychological problems interfering with learning, and disruptive students as those whose behavior makes teaching and learning difficult. The document advises addressing problems promptly, making referrals to campus resources as needed, and maintaining a learning environment. Signs of minor or severe distressed behavior are outlined. Questions for departments to discuss around students' rights and due process are also provided.
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Academic pressure comes from pursuing a degree and one's education. It is stress caused by schooling. There are several factors that contribute to academic pressure, including parents' expectations and pressure to succeed, demands from faculty and institutions for results and keeping up with changing subjects, and students' own perceptions of distractions, procrastination, and fear of exams. Too much academic pressure can make students perceive negatively about their education and life, and some students unable to handle the stress may consider dropping out or even committing self-harm. The best way to manage academic pressure is to learn effective coping strategies.
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The document discusses the implementation of Discovery Zones (DZs) in three classrooms - 5th, 3rd, and 1st grade. DZs aimed to promote learning through structured activity stations. Observations found DZs reduced problem behaviors and increased assignment completion in 5th grade. Younger grades saw limited participation and required teacher assistance. The document outlines research questions on behavior and assignment completion. It recommends modifying DZ activities for lower grades and implementing DZs school-wide with non-worksheet activities.
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This webinar discusses assessing and managing school refusal behavior. It aims to provide an overview of school refusal profiles and intervention strategies. School refusal exists on a continuum from chronic complete refusal to attend school to difficulties remaining in school. It is important to understand the form, or how it manifests, and the function, or why the student engages in it. Common primary psychiatric disorders among youth with school refusal include separation anxiety disorder, generalized anxiety disorder, and oppositional defiant disorder. Family dynamics also play a role and different approaches are needed depending on if the family is conflictual, enmeshed, isolated, or detached. Intervention includes therapeutic re-entry plans, education and support for parents, and positive reinforcement. Case studies
Classroom Management Plan
Kirsten Dale outlines a classroom management plan to build a community of learners based on respect. Expectations include respecting others, being prepared for class, following directions, and limiting cell phone use. Procedures are described for before class, during class such as handing in homework and raising hands, and after class including review. Both positive consequences like praise and negative consequences like detention are discussed. A crisis plan is also outlined to obtain immediate assistance for severe situations.
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This document summarizes a study on the effectiveness of teacher responses to student interruptions. The study collected data through journal entries, student interviews, and a log of a mentor teacher's responses. It found that directly addressing interruptions was very effective, while responses of "we'll talk about it later" were not effective and often led to students not participating. Student interviews supported this, with most expressing negative feelings about the "we'll talk about it later" response. The conclusion is that reactive strategies of validation and closing responses are most effective, as is building trust and community through proactive strategies.
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David Wright outlines his approach to teaching students in a classroom. He believes that all students can succeed with the right environment. As a teacher, his primary role is to create an optimal learning environment tailored to individual student needs. He will make mistakes and encourage students to point these out respectfully. The classroom uses a non-competitive, self-paced model with an emphasis on group success and positive values. Lessons incorporate hands-on and real-world activities using multimedia.
Socratic Presentation_JWW
The document discusses the Socratic method for encouraging critical thinking in the classroom. It defines key terms like cognitive and open/closed questions. It explains that the Socratic method uses a text, starting question, teacher leader, and student participants to facilitate a dialogue. It provides examples of how to structure questions and create discussions that encourage discovery learning and ensure long-term retention of lesson material.
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Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Learning Theory- Behaviorism
Behaviorism is a learning theory based on the idea that behavior is shaped through consequences like rewards and punishments, and focuses on observable behaviors and actions rather than internal mental states; key contributors to behaviorism include Ivan Pavlov, B.F. Skinner, and Albert Bandura; according to behaviorism, teachers can use rewards and punishments to encourage positive behaviors in students and discourage negative behaviors.
Classroom management
Classroom management involves creating a safe, productive learning environment for students. It is important for engaging students in lessons and minimizing disruptions. Effective classroom management techniques include having well-structured lessons, establishing clear rules and routines, using non-verbal cues to redirect off-task behavior, and understanding the functions and motivations behind student misbehavior. Teachers should focus on maximizing allocated learning time and minimizing transitions between activities to improve student engagement.
Intrinsically Motivating Student Achievement by Alternative Assessment
Innovative educational authors and thinkers often identify the tradition of conventional testing as a core obstacle in overhauling education. While “teaching to the test” draws near universal ire, most of us continue the old routine: lesson -> homework practice -> quiz -> test -> next unit -> lesson -> practice, etc. Students are warned to pay attention and take quality notes in order to perform well on the omnipresent test. Wouldn’t it be great if students enjoyed coming to class because they embraced ownership of their own learning and found the material to be both relevant and engaging?
Over the years, I have found ways of overhauling the structure of my classroom to transfer the ownership of the learning to the students via a combination of mutual respect and an alternative grading strategy. My methods include rich participation metrics, diverse projects and effective editing. Innovative assessments are not only possible within the constraints of conventional external grades, but students and parents embrace them. Diverse classrooms of students at different skill levels can also be readily accommodated. In addition to outlining methodologies, ready-to-use assessment tools will be provided for teachers to use directly or adapt to their needs.
philosophy.pptx
The document discusses shifting from a discipline-centered approach to education to a learner-centered one. In a learner-centered environment, learning is more meaningful as topics are relevant to students' lives and interests. Students engage in higher-order thinking as the teacher acts as a facilitator, providing feedback and answering questions. The focus shifts from instruction to the student, who chooses how and why to learn, and with whom. While this paradigm shift changes instructor and student roles and raises concerns about time, control and group work, frequent assessment can help optimize learning for both students and instructors.
Theories of Learning
This document discusses teaching methodology and theories of learning. It defines key terms, outlines learning domains and stages, and factors that influence teaching and learning. It also describes principles of learning for both children and adults. Finally, it summarizes several theories of learning, including behaviorist theories from Skinner and Pavlov, cognitive theories from Bloom and Bruner, and humanistic theories from Rogers and Maslow. The goal is for learners to understand concepts and apply principles of effective teaching.
Classroom management Team c
This document discusses several classroom management theories and theorists that can guide teachers in creating an effective learning environment. It covers choice theory by William Glasser, student-directed learning by Alfie Kohn, assertive discipline developed by Lee and Marlene Canter, behavior modification theory of B.F. Skinner, positive behavior support, humanistic theories of Carl Rogers that emphasize student engagement and freedom, Jacob Kounin's ideas around lesson management and student attention, and Harry Wong's emphasis on establishing classroom routines and procedures. Overall, the document suggests that drawing from various classroom management strategies can help teachers ensure their students are learning without disruption.
Chapter 4 presentation
This document discusses various techniques teachers can use to understand students' current level of knowledge and thinking in order to plan effective instruction. It emphasizes the importance of exploring students' ideas before instruction rather than making assumptions. Specific techniques discussed include asking diagnostic questions, using wait time after posing questions, and implementing all-student response systems to gather real-time feedback from all learners. The document stresses using this feedback to make adjustments to instruction that meet students' current learning needs.
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Shelby behaviorism
- 1. Behaviorism By: Shelby
- 2. Key People • Jonh B. Watson • Ivan Pavlov • B.F. Skinner • E.L. Thorndike • Bandura • Tolman
- 3. Key Points • Learner is essentially passive • Learner responds to environmental stimuli • Behaviors are shaped through positive/negative reinforcement
- 4. Classroom Implications • Teachers – Rewards for good behavior – Extra points for turning in assignments early – Stickers on assignments to show good work
- 5. Classroom Implications • Students – Answering a question when called on – Turning in assignments on due dates – Following the teacher’s instructions
- 6. Personal Note • This theory emphasizes a reward system • Reward systems are helpful when not overdone • Students benefit from feeling appreciated • Some students will become too used to rewards that they will not work if there is no promise of a reward
- 7. Credit • http://www.learning- theories.com/behaviorism.html • http://www.sciencetoybox.com/images/Proce dures/Raising_hands.jpg • http://blogs.monashores.net/johnsonk/files/2 010/09/GoodWork.gif • http://academics.rmu.edu/~tomei/ed711psy/ Behaviorismcafe.gif