Module 3 of Educational Psychology
Module 3: Reinforcement, Positive Practices, and Participation Structures
Concept 1: Reinforcement
Summary
In Chapter 7, reinforcement is defined as "the uses of consequences to strengthen behavior" (Woolfolk, p. 267). The consequences are commonly referred to as reinforcers, and they make a behavior more likely to occur again. There are two kinds of reinforcement: positive and negative. Positive reinforcement is when a child is rewarded or given something to encourage what they just did. Negative reinforcement is when a student is able to get out something unpleasant as a reward. For example, a student might get a homework pass so that they do not have to complete the homework for that day. Instead of giving the child a reward, something unpleasant is taken away.
Reflection
This section was confusing to me at first. When I read "negative reinforcement", my mind went automatically to punishment. However, this was not the case. Once the textbook explained, the concept made sense. I have seen negative reinforcement at work many times. In one of my placements, the teacher gave homework passes out to students who received As 5 times in a row. Many of the students who did not try hard would step up their game to receive these passes. I thought it was a great idea and I would probably use it in my classroom. Positive reinforcement can also be effective. My mom would put smiley faces on the papers of students who got good grades. The students loved these little drawings and would show them with pride. Reinforcement is important in school. It should be used when it is deserved and to encourage behaviors that teachers want to see repeated.
Concept 2: Positive Practice
Summary
In Chapter 7, Woolfolk talks about the idea of positive practice. This is where a teacher encourages a good practice in order to replace a negative one. This is the goal: "The correct behavior is practices until it becomes almost automatic" (Woolfolk, p. 275). In other words, we want a student to get so use to using the alternative behavior that they do not even have to think about it. This way, they form a good habit that is less problematic and more benifital.
Reflection
Positive practice is an important tool in a teachers tool box. It is important to tell a student what they should be doing when we reprimand them. If we just tell them what not to do, they will feel lost. A new behavior must be introduced. For example, there was a young boy in my aiding class that would rock back and forth due to autism. He rocked so hard his desk legs would leave the ground. This action disturbed the other students and made a very loud noise in the classroom. The teacher knew that this action helps the student focus, but it was not appropriate for a classroom. Therefore, instead of rocking, the teacher gave the student a seat he could bounce on. This did not make any noise and still allow the student to move. Before long, the student would automatically ask for his "fun chair" when he has the impulse to rock. This experience inspired me to think about how I can help my own students substitute behaviors like rocking in my classroom one day.
Concept 3: Participation Structures
Summary
In Chapter 13, Woolfolk defines participation structures as "The formal and informal rules for how to take part in a given activity" (Woolfolk, p. 511). Some students come to school with an ideas of what these practices are already. Others do not. This usually depends on what a student's home life is like and how much exposure they have had to social practices. Teachers might have to explicitly teach the rules of an activity if they are not already understood.
Reflection
I have seen participation structures at work many times. Once, I was sitting in on a first grade class and a little girl would not stop talking in a reading circle. The other children could not get a work in edgewise. They started to whisper to each other, complaining about the girl. She did not understand the rules of a conversation in a group. Later, the teacher pulled this student aside and talked to hear about the etiquette of a reading circle. The child explained that at her house, there were no other siblings so she was allowed to talk however must she liked. After the rules where explained, she followed them without hesitation. As teachers, we have to be on the lookout for students who do not know the rules because of misunderstanding or no previous knowledge. Without teacher intervention, these students could easily be bullied by their peers.
Hey Sarah,
ReplyDeleteI always enjoy reading through your posts because you are so thorough and it's evident you fully reflect on what you are writing. In your first concept, reinforcement, I really related to you connected negative reinforcement to punishment. That's kind of what I also thought my whole life up into this point. I can agree that both negative and positive reinforcement can be effective, but it depends on the situation and the student.
Hello Sarah, I agree with what Dani said about your posts. I really like how in depth you go on everything and how it gives me a different perspective on the material. Sometimes these chapters can be a little intimidating, but you seem to knock it out of the park every time. I think these few chapters were very interesting with talking about how the student may think and how the different reinforcements work. Metacognition was another thing that I found to be an interesting point that Woolfolk gave us. Chapter 7 was a lot to take in all at once, but I feel we can use that information in the classroom to enhance our students educational experience.
ReplyDeleteHello Sarah and thank you for your post.
ReplyDeleteI have noticed throughout chapter seven we were able to learn a lot about classroom management. I enjoyed reading your content and believe this stuff is very important for a classroom to fully function. Getting students to participate and take a part in their education is the best thing that can happen. Being able to have your classroom work the way you want it to be the best it can. Your mom has a lot of great ideas!
Hi Sarah!
ReplyDeleteYou had some great perspectives on your concepts for this module. I felt a little confused by your first concept of reinforcement too, and I had to re-read some of the section a few times in order to make it make sense. I agree that reinforcement is important and that as long as it is used properly, it can be effective. Your reflection for your second concept is very in depth and I agreed with pretty much all of it. In addition to what you talked about in your reflection, I believe that the teacher to create the positive perspective and attitude towards the practice in order for the students to feel positive about it and like it is not a distraction from what they want instead. I really liked your third concept overall and your example you provided gave that personal connection and it was a way for me to gain some more perspective as to how teachers should structure and explain their rules.