Dr. Tamara Rosier
April 19, 2011
Rationale of My Plan
I am a big proponent of social cognition, and I am going to use it in my classroom. I believe that is a student puts their mind to something, and they really try to accomplish that goal it can be done. In order to elicit this response one must often use the operant condition when it comes to learning. People thrive on the words of others and their praise. “In operant conditioning the organism learns that a particular behavior produces a particular consequence. If the consequence is useful or pleasurable, the organism will tend to repeat the behavior to produce the consequence again. If the consequence is unpleasant, the organism will tend not to repeat the behavior. Pleasant consequences are sometimes called ‘rewards’, and unpleasant consequences are sometimes called ‘punishments’ (Berger p 42.)” This theory came about by the studies of B.F. Skinner. This is where I tend to move towards metacognition and self-efficacy. I believe that when a student does well on something it is quite satisfying, and they would like to see this result again. They noticed that when they studied hard the reward was the good grade. They receive their grade and self-gratification sets in. If they did not study they may fail the test and they are then negatively reinforced because they do not want to see this result again. I want to use this conditioning and encourage my students to do well. I know they can do it; they just have to have the right attitude and behavior about it. An example of this reinforcement is if I tell my student, “good job, I really enjoyed that”, when referring to a project they did; the student will most likely work harder and come up with and even more impressive project. My student wants the affirmation that he did a good job. The student want the positive reinforcement as it brings about a rewarding stimulus. This not only gets the student to do their work it also gets him thinking metacognitivly, which he will benefit from later on in life. He is looking at what he did to get my praise and analyzing what he did, and looking at how he can do better. This is exactly what I want from my students I want them to take an active role in their education. He does not know it, but my student through operant conditioning has arrived at a deep thought process. It is brilliant. As teachers I believe we use operant conditioning every day. We will prompt our students with cues helping them arrive at the answer. In giving the students positive reinforcement they do get a true yearning to learn. It may start out as just for the reward, but it is my hope that eventually they realize learning is the reward. Classical conditioning is useful, and thanks to Pavlov; we see that it works. I do want to condition somethings so that there is an automatic response. For example, when I ask my students quite down they will automatically respond to my voice, I know optimistic. In general though I prefer operate conditioning as it goes deeper into thinking.
I again go with the cognitive approach when it comes to motivation. When someone internally processes something it becomes more real. It means more to them. When a student reflects on his work and looks at how he can improve upon it. This very closely reflects extrinsic motivation. Here someone does something to obtain something else. This could relate to the student who studies to obtain a good grade. I like this theory and will apply it to my classroom, because I really want to get my students gears turning. “They emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. This goal is to get students to become motivated to expend the effort to persist and mat ideas rather than simply doing good enough work to just get my and make passing grades...
Cited: Berger, Kathleen. The developing person through the life span . 6. ed. New York, NY: Worth, 2004
Glasser, William. The Quality School Teacher. New York: HarperCollins World, 1999
"Formative and Summative Assessment." ..:: Active Learning for Critical Thinking Website Portal at UT Arlington Website Portal at UT Arlington! ::.. Web. 21 Apr. 2011. <http://activelearning.uta.edu/facstaff/formsum.htm>.
Navarete, Cecilia, Judith Wilde, Chris Nelson, Robert Martínez, and Gary Hargett. "INFORMAL ASSESSMENT IN EDUCATIONAL EVALUATION." Finchpark Home Page. Web. 21 Apr. 2011. <http://www.finchpark.com/courses/assess/informal.htm>.
Phenix, Philip Henry. Philosophy of Education. New York: Holt, 1958.
"Positive Environment and Classroom Management « Principal Kendrick." Principal Kendrick. Web. 03 Dec. 2010. <http://kendrik2.wordpress.com/2007/09/04/positive-environment-and-classroom-management
Santrock, John W.. Educational psychology . 4th ed. Boston: McGraw-Hill, 2009.
Weisner, Maureen. "Motivation - Internal and External Motivators." EzineArticles Submission - Submit Your Best Quality Original Articles For Massive Exposure, Ezine Publishers Get 25 Free Article Reprints. Web. 01 Dec. 2010. <http://ezinearticles.com/?Motivation---Internal-and-External-Motivators&id=4305858>.
Wong, Harry K., and Rosemary T. Wong. The First Days of School: How to Be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications, 2005.
Please join StudyMode to read the full document