Chapters 9 & 10 - Behaviorist and Social Cognitive Views of Learning

When thinking about the elementary case study which deals with a third grader named Lisa, I realized that there are several strategies that I could implement.  I could approach the situation from a behaviorist perspective, a social cognitive perspective, or perhaps even some sort of combination depending on what works with Lisa.  Below are some ideas I have come up using ideas from both types of learning theories.

Behaviorist:
- Since Lisa has difficulty working in a group, perhaps it would be useful to try a group contingency.  I want everyone in the group to participate and uphold their individual responsibilities, and providing a reward only when everyone in the group behaves appropriately might motivate Lisa to be a better group member.  If every group member participates, the group will receive five extra minutes at recess (or whatever reward is motivating for Lisa).  Not only might this encourage Lisa, but it could even encourage her group members to work harder to get her included in the process.

- Lisa has issues with interrupting her peers during group work. I could try cueing in order to help her correct her behavior. If I overhear her interrupting, I may make a statement to the entire class such as, "Make sure when you are discussing in your groups that you are listening and only responding when others are done speaking." This way I do not directly draw attention to Lisa, but it could help her analyze her actions. If she still continues, I may need to directly ask her to stop interrupting her peers or step closer to her group until she stops the behavior.

- Another strategy that I believe would be useful is reinforcing incompatible behaviors. Since she does not participate and interrupts her group members, I would focus on pointing out when she is doing opposite behaviors.  Anytime that Lisa is sitting quietly in her group or contributing to the work, I should reward her and let her know that those behaviors are acceptable.  A statement such as, "I like the way you are listening respectfully, Lisa," may be enough, or I may have to use other rewards depending on what is most motivating for her.

Social Cognitive:
- Since Lisa often gets angry when she does not get the group role she wants, I believe it would be beneficial for her to learn how to manage her own emotions.  I could teach her emotion regulation techniques such as counting to 10 in order to calm down.  Along with this, it may be helpful to discuss why she only prefers certain roles. Is there only one role she feels she can succeed at? Does she get angry because she is afraid she is being set up for failure when given other roles?  It may be important to help build her self-efficacy and help her understand that she can be successful at other roles.  Simply problem solving together could help manage her emotions and level of participation in the group.

- In my previous post, I mentioned giving Lisa a set of self-instructions that she could follow in order to guide her interactions within the group. In addition to this idea, I believe she should also be taught how to self-monitor and self-evaluate her ability to follow the instructions. She could have a printed list of her self-instructions, and she could put a check or minus beside each one she accomplishes or does not follow during her group time that day.  I could also keep a similar tally and have a private discussion with Lisa later that day to compare our evaluations.  We could discuss positive and negative behaviors that occurred and how to improve for the next group meeting.

I believe a combination of any of these strategies would be worth trying.  The use of these strategies really depends on how Lisa responds to them, though.  Getting to know her as a person and simply just using trial and error would help pinpoint the best way to approach this situation.  I do not believe I would ever need to use all of these strategies to solve the issue with Lisa, but I believe it is helpful to have a variety of options as backups in case several prove not to work.  

Chapter 13 - Creating a Productive Learning Environment

This chapter helped me realize that there is so much more to teaching and learning than using quality instruction methods.  The environment also plays a large role in helping students succeed.  Students are more likely to perform well in a safe and comfortable environment and when they have strong and healthy relationships with their peers and teacher.  Not only is this type of environment conducive for students, but it can make classroom management and instruction easier for teachers.  

After reading, I gained a lot of great ideas that I cannot wait to try out!  However, I also realized that each classroom I encounter will be different and dynamic.  My environment should always include basic aspects, but it will probably need to change slightly year-to-year and even throughout the year as my students change, and I learn more about them.  When it comes to the physical classroom arrangement, I love the idea of grouping students, but it can be distracting for students when they are always facing each other.  For this reason, I like the idea of having groups of four consisting of two rows of two desks facing the front of the room but near enough to each other that students can easily turn desks around for face-to-face interaction and group work. Two students would be low-achieving and two would be high-achieving which would allow students to help and learn from one another.  

To me, though, the most important part of creating a conducive learning environment is creating community and building relationships.  Part of this is ensuring that students not only respect their teacher, peers, and school but also themselves.  I believe having a set of class rules is a great way to ensure students are prepared and can work well within the classroom, but I agree with the book that they need to be general and few in number.  From my experiences in classrooms, it seems that students are more likely to act out when they feel too restricted, so I want to provide my students with a sense of guided freedom.  In order to build community, I hope to celebrate the differences between students and promote positive attitudes.  One way I could do this is by having a jar in which students can put notes telling something good they noticed another student do such as got a good grade or picked up trash off the floor.  At the end of the day, we could read these as a class.  Not only does this encourage students to be good classroom citizens but encourages them to note positive attributes rather than negative ones.  I also want to spend time individually with my students in order to get to know them and give them an opportunity to get to know me, as well.  I hope this will help my students understand I care about their success and life even outside of school and make them feel comfortable coming to ask questions or speak with me.  

In dealing with the elementary education case study, there is a series of steps I would follow.

1.) First, I would review the rules for working in groups.  I would explain that roles of members change every so often and that everyone will have an opportunity to experience each role.  I'd review the importance of being a good listener and contributing to the group's work.  Perhaps, Lisa just needs a reminder or given explicit rules for group-work time.  This may also include cueing her by saying something like, "As you share ideas, make sure you are listening to each group member and only giving your input after they are done speaking."

2.) If this doesn't work, I would then meet with Lisa privately to discuss why she isn't cooperating in her group.  It's possible that she is having issues outside of the classroom or that she has a specific issues with some of her group members.  This would allow me to get her perspective and make connections to her behavior that maybe weren't apparent before.  We'd also discuss the reasons behind why she only wants certain group roles and brainstorm ways we can make the other roles enjoyable, too.   

3.) Next, I believe it would help to teach Lisa some self-regulation strategies.  She often interrupts her group members, so it may be helpful for her to have a short set of steps to remember.  For example, she can go through the following steps when someone is speaking, but she has something she wants to say:

          - Close my lips and open my ears when someone is speaking.

          - Wait until they have finished speaking before I begin.

          - Or, raise my hand a little to let them know I have something to say and wait quietly to be called on.

4.) If the problem continues, I would schedule a meeting with Lisa's parents to address the issue.  Perhaps they've noticed similar behaviors at home and can provide suggestions for handling them.  It could also provide insight into the home life and behaviors that are encouraged there, such as not sticking to commitments, lack of teamwork, and/or that it is okay to interrupt others.   

5.)If Lisa's behavior problems continue, I would set up meetings with Lisa's group members.  They may be acting in ways that provoke Lisa to misbehave or simply provide me with a different perspective of the situation.  If they also report having issues working together, it may be beneficial to reconstruct the class groups or divide Lisa's group into even smaller ones.

6.) If the problem continues further, more systematic interventions would be necessary.  Lisa may need to be removed from the group for "cool-down time" whenever she gets frustrated and refuses to cooperate.  Once she has calmed down, she can return to the group.  Perhaps it would also help for her to see how an ideal group works together.  I could have a group demonstrate or role-play with Lisa to provide examples.  It would also help to reinforce her for any of her good behaviors within the group such as participating in the group presentation.