Section 4

Modules 16-17

Reflection Questions

1. I would have to say something to get the entire class’ attention – something that would quiet down the rambunctious group without necessarily calling them out. Simply telling them to be quiet may not work, but giving them incentive to be quiet might. Something along the lines of “Remember, you don’t want other groups to take your ideas, so talk quietly enough so just your group can hear you” would probably work because it turns being quiet into a competition.

2. I should try to make an effort to get to know Luke a little bit outside of class. If I were unsure what kinds of school activities he participates in, I could ask other teachers, or I could even ask him. It is important to understand that clothing and appearance don’t necessarily make a person. I could maybe even make comments about being excited to see what outfits he comes up with next, so he knows that I notice him.

3. I would have to avoid treating her any differently in class because of something I heard in the cafeteria, since it is unfair judge someone based on that. I would also probably let the behavior go on a few more days and hope the behavior wears off. If the behavior does not go away on its own, I would ask to talk to her after class and ask her why she has been acting up in class, and what things I could do to help make things better for her. That way it, in a way, transfers the blame away from her and onto me, which should make her less defensive about the situation.

4. One key here is to make sure I listen intently to his point of view and make sure I understand him completely to show him that I do care about his opinion. I should make Billy understand that, as much as I’d like to give him a break, he isn’t the only one with plans for the weekend, and that I can’t make exceptions just for him.

5. These are telltale signs of burnout, and I would need to find a way to avoid getting that far. Even though homework and classes are overwhelming, I need to try to make time for me by doing something that I enjoy like watching a movie or going for a walk – just something to get my mind of school if even for just a couple hours.

Chapter 4

Review Questions

4. What is vicarious reinforcement and modeling? Give an example. When might it be used? When might it be counterproductive?
In vicarious reinforcement and modeling is the act of using other students as examples of how to act. In music, students demonstrating good posture could be used as models for other students, and rewards could be given for demonstrating good behavior. However, using this kind of reinforcement may be counterproductive if done incorrectly. If the same student (or students) is always chosen as the model, other students may see that as favoritism.

6. Should a teacher treat all children the same in academic and social situations? Explain.
In any classroom setting, all students should be treated equally, but it is normal for teachers to become closer to some students than to others, and teachers shouldn’t be afraid of these types of close relationships. It is important that the relationships teachers build with students don’t affect their treatment in class.

8. Which three techniques should be employed most in structuring contingencies by teachers? Why?
There are actually 5 different techniques that could potentially be used, but some of these should be used rarely. Approval through rewards, withholding approval and disapproval are the three techniques that should be employed the most frequently because they are the most easily understood by students.