Section 3

Section 3

Section Reflections – Modules 12-15

1. Small group projects would be a good way to get Tom to interact with his peers. If possible, group him with students who I think he would get along well with, so they have a chance to have a positive interaction. I would also need to focus on getting to know him more. Since I’ve already had time to get to know other students, I need to try extra hard to learn what interests him. Ask about what other extracurricular activities he enjoys, and ask about his family.

2. First I would try moving all three of them to the front of the classroom, that way Eddie could still be by his friends, but I would be able to keep a closer eye on them. If that doesn’t work effectively, I would give Eddie a chance to make friends with other students by creating group work and separating him from his friends. If Eddie and his friends are still disruptive, I would talk to them during recess (or something similar) and tell them their disruptions are unwelcomed and ask them calmly to pay more attention in class. Until Eddie finds other friends, I think it is important to keep him with students with whom he gets along.

3. I would try to communicate with her former teacher to see what kinds of things he/she did to gain the trust and good relationship with Regina. Some kind of transition period is normal; however, and Regina may still be trying to get used to the change. Unless the behavior goes on for several weeks, I wouldn’t worry too much.

4. Give him a specific question to answer, and make it a question that I am sure he knows the answer to. When he gets the answer correct, I need to make sure to praise him for knowing the answer (even if the question was seemingly easy).

5. I would need to focus on making eye contact with whomever I’m speaking, and I would need to make conversations my priority if other people are speaking to me. I would concentrate on the person and not mess with other things (computer, phone, etc)

Chapter 3

1. The behaviorist approach brings out the belief that people will work for things that bring them pleasure because people want approval from their loved ones, and they want to avoid behaviors that bring unpleasantness. Students in ensemble courses may try to stretch acceptable behaviors to see just how far they can go. Music instructors need to have clear lines for discipline and give students praise when they do things well so they build the right behavior models.

6. According to the textbook “specificity is the key to behavioral analysis.” Each situation needs to be dealt with as its own separate situation, and the consequences need to be decided based on the situation at hand. For instance, in a band rehearsal setting, consequences for behaviors such as gum chewing in class will be very different from exerting physical violence on another classmate.