Module #3

Module 3: 

Chapter 7: Behavioral Views of Learning

Summary: 

     Aristotle wrote one of the earliest expectations of learning. He stated that there were three principles of remembering things; when they are similar when they contrast, and when they are contiguous. The principles of contiguity are the most important that are included in all explanations of learning association (pg. 264). It states that when two or more sensations are together they will become associated. Contiguity also has a major role in Classical Conditioning. 

     Classical focuses on the learning of involuntary emotional or physiological responses such as fear, increased muscle tension, salivation, or sweating. These reactions are called respondents which are automatic responses to stimuli (pg. 265). Humans and animals can be taught and trained using Classical Conditioning. 

     Classical Conditioning was discovered by Russian Physiologist Ivan Pavlov in 1929. He discovered this when working with a dog in a stimuli experiment. When Pavlov paired food with the tuning of a fork the dog would salivate. Soon the dog associated the sound with food and would salivate with only hearing the sound. The sound is the conditioning stimulus, and the salivation reaction is the conditioning response (pg. 265). 

     Another form of learning is Operant Conditioning, which was developed by B.F. Skinner in 1953. Unlike Classical Conditioning, which is automatic, Operant Conditioning is deliberate with consequences and affects the behavior and the response. Reinforcing these behaviors with positive praise or attention is the most powerful motivational response and is useful in Classroom Management. Another strategy is differential reinforcement which is simply ignoring inappropriate behavior while praising appropriate behavior (pg. 273). 

Reflection:

     Classical Conditioning and stimuli are very useful in many learning situations. It's helpful to develop associations when remembering and learning are involved. 

     Operant Conditioning and responses to behavior can be extremely sensitive and important situational learning methods. A teacher must have a plan in place in responding to all behavior issues. The classroom rules, rewards, and consequences all must be laid out discussed with students at the beginning of the year. I believe if you talk with your students from the very beginning and listen to them they will want to open up and tell you everything, which develops a great rapport and respect among the teacher and students. 

Chapter 13: Managing Learning Environments

Summary: 

     This section deals with the need for communication between the teacher and the student. Woolfolk states that communication between the teacher and the student is "essential when problems arise" (pg. 538) The way we communicate, our facial expressions, our voice tone, actions, movements, and non-verbal behaviors all send a message on how we feel about the situation, the student, our empathy and care about them. 

     Empathetic listening is active listening and showing emotions and intent and caring about what the student is relaying to you. Sokolove, Garrett, Sadker, and Sadker (1986, pg. 241) have summarized four components of active listening. 

     (1) blocking our external stimuli.

     (2) attending carefully to both the verbal and non-verbal messages.

     (3) differentiating between the intellectual and the emotional content of the message. 

     (4) making infectious regarding the speakers' feelings. 

     

     Woolfolk writes that when the students feel they are truly being heard and not judged in a negative way they begin to trust you. And then they will most likely open up more freely where truer problems may come to the surface. 

     

Reflection:

    I was very happy to hear Woolfolk writing about the need for communication in this book. This is one aspect of parenting and teaching that I truly believe in. When you show your students you truly care about them by listening to them, you build up a trusting rapport that forms a bond. After you build that bond you find the students want to share things with you. They develop certain respect that is truly a blessing to behold.