Initially, I must state the context within which I have been working. The school I am based in is situated in urban area with just over three hundred children present. I am working in a year two class, consisting of thirty children. There is a broad range of abilities that presents its own challenges across the class, there is four SEN children to consider. In the class two SEN children have one-to-one TA’s and one is working from a different timetable from the rest of the school. My elicitation topic was chosen because it was a subject theme that the children had not yet learnt: Body Systems- Skeletal System. I decided to plan for my three profile children plus another child who is very interested in science, this was intended to create …show more content…
a manageable sized group. This group worked well as they were all comfortable with each other when discussing ideas and contributing to my questions (see Appendix 2. Page no.15-16, for further evaluation). I used one of the tables at the back of the classroom as I thought this was most appropriate, whilst the remaining class had a story read to them. I planned to ask the children ‘assessment questions’ to find out their previously attained knowledge in relation to the skeletal system. This was done before presenting an isolated skeletal system for them to discuss and label (see Appendix 3-6. Page, 17-24, for more detail). Eliciting children’s previously attained knowledge is important as it is a process of clarifying and finding out the existing ideas. More crucially for the teacher, it means they can gain an insight into the children’s current understanding of the concept(s), and any possible misconceptions which can inform their teaching. From here, lessons and experiences can be planned in order to move the children on from a suitable point of understanding (Howe et al., 2009). This method will be critically analysed and the practice reflected upon through constructivist and social constructivist theorist by a Jean Piaget and Lev Vygotsky. The lesson I chose to observe was Physical Education (P.E) (Appendix 7. Page, 25-28), applying the basic skills the children had been working on this term (balance). This academic year, the school decided to use the Create Development ‘Real P.E’ scheme. Create Development’s innovative training and resources support schools, families and communities to transform the culture of physical activity. With inclusive approaches to create habits and develop essential behaviours, physically literacy, emotional and thinking skills in all young children (Create Development. 2016). The scheme includes lesson plans for the whole year, with differentiated activities for every lesson alongside a story relating to the topic and pupil monitor system. I was interested to see how the teacher used an already planned lesson and adapt it appropriately. I wanted to observe teaching in a different learning environment from other subjects whilst observing the behaviour management, the different opportunities to learn and socialise but working with different children (Moore et al. 2013). I chose to observe my three profile children and I have ensured all names have been changed to Child 1, 3 and 4 (child 2 was chosen for the elicitation task but observed in P.E). Behaviourism was the first learning theory I wanted to explore. Behaviourism began as a reaction against the introspective psychology that dominated the late nineteenth and early twentieth century. Introspective psychologists such as Frued and Jung maintained the study of consciousness with the primary object of psychology. Behaviourist such as B.F. Skinner (1938) rejected the introspective methods (feelings and experiences both conscious and subconscious) as he believed it to be subjective and unquantifiable. Instead, he focused on the idea of observable, quantifiable events and behaviour. Behaviourism is based on the principle that children begin life as a ‘blank state; tabula rasa’; and the learning is thought of as past experience that is not taken into consideration but the learning is gradually impressed (Bransford, 2000). But challenges to this view ascended. Skinner argued that the children’s minds can be best described in terms of ‘complex cognitive structures’. He concluded the argument from close observations of infants and young children. He established that cognitive development proceeds through certain stages, each involving radically different cognitive schemes (Skinner, 1938). Learning is assumed to be achieved when the correct response or answer is given a stimulus, reaction or attention.
Children can be taught (conditioned) to provide the correct responses/answers through using positive or negative reinforcement (Cooper, 2012). Positive behaviour management usually involves rewarding acceptable behaviour from pupils (CBG- catch them being good) and ignoring unacceptable behaviour. In theory pupils will be encouraged to repeat the acceptable behaviour, and the unacceptable behaviour will gradually descend (Cremlin and Arthur, 2014). I have witnessed positive reinforcements during placement. The rewards included verbal praise and House Points were given out to the children doing what was asked of them. Theoretically it has been argued that unacceptable behaviour, if met with a negative response by the teacher, may in fact be perceived by the pupil as having been rewarded (any attention being better than none for some pupils) and thus negative behaviour will not fade away but be continued. Cremlin and Arthur (2014) continued by stating ignoring it is better! Bad behaviour and a negative response, theoretically equals a reward for the child, as the child is getting the attention they desire. However, Cremlin and Arthur (2014) believe this argument makes good sense theoretically, but can be difficult to implement which I have found already on placement. I have found in some situations rewarding good behaviour does improve those that are not listening. This was evident in whole class discussions and P.E lessons (see appendix 7. Page,
25-28).
I was rather rushed this week when reading the weekly material and could probably benefit by re-reading it prior to the exam. Although the concepts of lists, tuples, strings, and libraries aren't new to me, the implementation will need some study before becoming efficient in their use.
As a Corporation Examiner IV (Supervisor) I may supervise staff in remote work locations and I would ensure off-site staff are being adequately supervised by utilizing the following techniques. The most important skill would be utilizing different forms of communication to ensure a healthy balance and expectations. The various forms of communication that can be used would be email, phone, meetings, skype, and messenger. The various platforms in which are available now can be used as a resource to exchange request and information in a timely fashion.
In the video “When the Chips are down” by Rick Lavoie, I learned not only the same information as mentioned above but also helpful solutions that Rick Lavoie offered for teachers in how to respond with negative and positive student behavior. The presenter suggested among the following that teachers: restrain from yelling too much, as that might leave students to be less responsive over time; to extend verbal praise and other positive reinforcement as change from negative behavior; reinforce behavior progressively as the child makes steps towards positive behavior; set deadline incentive challenges to have the student complete tasks with positive behavior; and also the ‘broken record technique’ in which to state the rule 3 times to the offending student after indicating the infraction that was committed by the
You couldn't make our meeting this week. You had to attend the Career Fair on Wednesday. However, I have seen you working on your assignments. Keep working on your classes. Your grades are improving, but you need to work hard to keep this good track. Please check your grades in the Excel document I attached to my email.
In the beginning of the course, we discussed “NGD”. The two areas of “NGD” that we focused on were number and geometry. Number is discrete, finite, time, or sound. Geometry is continuous, infinite, space, or vision. Bronowski mentioned how “it’s said that science will dehumanize people and turn them into numbers” (374). This tragically became true during the Holocaust where people were no longer considered human beings, but rather numbers. We discussed various mathematical topics concerning numbers like the well-ordering pair. In the well-ordering pair, ever subset has a least member. There are also figurative numbers, squared numbers, and even Pythagorean triples.
7. Persuasive Techniques (Describe how the cartoonist used 2 of the techniques (symbolism, exaggeration, labeling, analogy, irony, etc.)
What questions do you have about the overarching Unit 5 assignment? Although not due until the end of the class, it is important that you begin planning for this project early in the course. What are your initial thoughts about how you will approach this assignment? Explain.
We were to go over the answers from the previous night as it was homework but many of them had not completed it. We began on page 5, part 3 “Guided Instruction”. We read the passage and I had them underline the central idea and supporting details. We answered the corresponding question. Some students picked A, D, or C. I asked them to explain how they came about getting their answer, they responded. We did process of elimination and determined that C was the correct answer. I also had the students complete the writing portion of part 3, “Show your thinking” and time was given for them to answer the question independently. The students read their answers aloud and their explained their reasoning behind what they chose. We chose to skip Part 4, and move onto Part
Positive feedback is all about promoting change in the behavior. I was raised within a household that rely on negative feedback and punishment to promote good behavior. Sometimes I did reward my nephews for positive behaviors but it was not done continuously or in a way that would result in positive behavior change. I come to believe that negative reinforcement was the key to ameliorating bad behaviors until I took notice the positive feedback I was given minimizes the bad attitudes and behaviors of the children. They were getting along well and whenever I praise one the others wanted to get that praise also, I believe that motivate them to behave appropriately. For instance, when one did a good deed I would make all the other clap while saying “well done” or something positive. It was a very long process because children do not change their ways from one day to the next, I couldn’t say I was very patience but see them attempt to better themselves, was what motivate
Part I: List of several opportunities that exist for incorporating each of the four areas into my
An identity is who you are as a person; it’s what describes you. For example, your name is your identity. Its what people call you and how you response to people with the name they use to call on you. An identity is the person you are to society, to Eastern Illinois University most students are an E#. Identity is who you are.
Out of positive reinforcement and punishment only the reinforcement was successful for my behaviour modification. I believe this was the case for a number of reasons but dominantly because the positive punishment had a lack of severity. The reason I came to this conclusion was because I realized in the case of positive reinforcement if I committed the operant response at least once my entire day of hard work would be ruined. When I made the switch to positive punishment I realized in the eventuality I performed the operant response I could just do the 50 push ups and be done with it. Upon comparison of my success and failure I reflected and realized if the punishment was more severe than 50 push ups I would not do it for actual fear and reluctance of doing the positive punishment. For example if the punishment was a 1000 push ups each repeated operant response I would most likely not bite my nails. I did enjoy the modified behaviour as my nails seemed fuller and less scarred but it was not long of an experiment enough so refraining from biting my nails was still a conscious action and took a lot of effort.
The importance of having a curriculum that accommodates diverse learners, it allows the child to learn at their own level or ability. A child with emotional and intellectual challenges may not have the verbal or comprehension skills or the ability to control their body as their peers. With this in mind, classes with diverse learners can excel with an adjusted curriculum. An activity for example, using large Legos to teach the entire class their colors or numbers can help the intellectual challenge by asking to build a building by using on certain colors or amounts. By doing this activity the students can have fun and learn at the same time with using very little words. Also in a group activity the emoti...
First of all, I was highly interested in the concept and various factors that together make up positive reinforcement. I had a premise that I could do some experimental work on the three children for whom I baby-sit during the week after school. They leave school full of energy and it is my job to get them to complete a series of tasks before the end of the evening. I imagined that some positive reinforcement might get them on their way to handling their responsibilities in a timelier manner. My first step was to come up with a specific instrumental response that would produce reinforcement. This took no time at all because by far the most painfully difficult thing for me to do is get the children to sit down and do their homework. I then spoke specifically to each child and asked them what they would rather choose as an after school activity. They named video games, television, and going to play with other neighborhood children. I had expected these types of answers from the children and made them into the positive reinforcers that would be contingent on the children’s performance of the instrumental response; namely completing their homework. I explained to the children that if they behaved and finished their homework, then directly following they could spend an hour doing an activity of their choice.
.... I feel that in most cases, once a student has been punished through negative reinforcement for doing wrong, the student will attempt to correct such behavior in the future to avoid punishment. In addition, positive reinforcement should be given for those students who are the majority and behave, as well as for the students who are occasional troublemakers because positive reinforcement helps show what is correct behavior in response to bad behavior.