tag:blogger.com,1999:blog-4767831920830044000.post3572887690993338954..comments2024-02-23T05:17:16.316-05:00Comments on Integrating Technology in the Classroom: Behaviorism in PracticeUnknownnoreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4767831920830044000.post-5768610515154825352011-01-16T21:14:57.968-05:002011-01-16T21:14:57.968-05:00Response to Dr. Krauss,
Thank you for your advice...Response to Dr. Krauss,<br /><br />Thank you for your advice. I will try the method of students celebrating even a small amount of progress.<br /><br />I think my marble jar is very big and takes forever to fill up. If the students get the marble jar filled up quicker they might get motivated to do better.I will get a smaller jar and see if it makes a differenceMrs. Singhhttps://www.blogger.com/profile/09615123279254094186noreply@blogger.comtag:blogger.com,1999:blog-4767831920830044000.post-29957836805267107712011-01-14T09:44:36.969-05:002011-01-14T09:44:36.969-05:00Hi Preeti,
You share so many valuable ideas.
This ...Hi Preeti,<br />You share so many valuable ideas.<br />This one resonated with me:<br />"Even though the instructional strategies and behaviorism are effective ways of teaching students how to behave and perform well in school, in my view, the Operant Conditioning of “punishment and reward” are only short-lived, and will not have a long-term effect in teaching students to behave in an appropriate manner. Behavior should be taught by “Modeling, Shaping and Cueing - Modeling is observational learning; Shaping is the process of gradually changing the quality of response; and Cueing is providing a child with a verbal or non-verbal cue as to appropriateness of a behavior” (Orey, M. (Ed.). 2001). I too am guilty of falling in the trap of Operant Conditioning, and would like to use the ‘Modeling, Shaping and Cueing’ methods in my classroom to improve student behavior."<br /><br />I agree--I too often find myself drawing on incentives and consequences to effect an outcome/behavior--but I agree with you--I think when students approach a task to get a reward or prize, they are missing something--the enjoyment of working on something and the satisfaction of completing it and learning something.<br />Sometimes I find that I'll initially capture attention with the promise of a reward--and hope that once students try the activity they come to appreciate and enjoy it and in the future it will be reward enough. <br />I usually try to get students to celebrate even a small amount of progress--if they are studying spelling words and master even one or two--and can feel proud of this--celebrate this gain--that can be the incentive they need to persevere.<br />If they remember learning is a journey with many steps--and even one step is important along the way, they may be more encouraged--they need to remember that everyone starts as a novice and that part of the satisfaction is in the process, not just the outcome.SusanKraussBloghttps://www.blogger.com/profile/07127883906259956148noreply@blogger.com