Module 3 - Reinforcement Schedules and Different Learning Environments (Kirsten Zinzer)

In Chapter 7 and Chapter 13 of our readings this week, I really enjoyed learning about reinforcement schedules and creating different learning environments. 

In Chapter 7, the reinforcement schedules are covered heavily. I liked the Table 7.1 entitled Five Reinforcement Schedules on page 260.  The table highlights the five reinforcement schedules, which are: continuous, fixed-interval, variable-interval, fixed ratio and variable-ratio.  In the Woolfolk text, it states that reinforcement schedules influence how persistently we will respond when reinforcement is withheld (Chapter 7, page 259).

I’ll break down two of the five reinforcement schedules below (Woolfolk, Chapter 7, page 260):

Fixed-ratio schedules - A response that is reinforced only after a specified number of responses. This schedule produces a high, steady rate of responding with only a brief pause after the delivery of the reinforcer.  A good example for this could be a child’s grades.  A child could be offered a reward like a toy if he/she receives a certain number of As on homework or a test from his/her parents.

Variable-ratio schedules – This occurs when a response is reinforced after an unpredictable number of responses. This schedule creates a high steady rate of responding.  A good example of this in a real-life scenario would be gambling.  A person has no way of knowing how many times they have to play before they win, but there is always the possibility that the next ‘hand’ will be the winning one.

I liked learning more about these five reinforcement schedules not only for teaching and future teaching strategies, but I was also able to understand these reinforcements from a parent perspective.  I could relate to some of these strategies as I’ve used some of these reinforcements without even knowing I was using them.  When I read about some of these reinforcement schedules they can be confusing at times.  What helped was to play out a specific scenario in my head to help alleviate confusion.

In a school setting, particularly a classroom, or when playing sports these type of reinforcement schedules can be used on a daily basis, but in real-world settings, behaviors are probably not going to be reinforced each and every time they occur.

The removal of reinforcement altogether is called extinction.  In the text, it states that the process may take a while (Woolfolk, Chapter 7, page 260).  However, extinction does decrease the number of problem behaviors over time, which is a positive side to extinction.

In Chapter 13 of Woolfolk, the chapter focuses heavily on different learning environments and classroom management.  I like how this chapter tied together classroom management as a whole and the questions that were asked during our teacher interviews.  It was really nice to learn and understand why certain teachers use different classroom strategies.  Those strategies may even change day-to-day depending on how the day is going and how the students are behaving. 

I appreciate the rules for elementary school mentioned in Chapter 13.  Many of the same rules are used in the school that I’m currently working.  Every student needs some sort of rules to follow.  In this case, some of the rules include: respect and be polite to all people, be prompt and prepared, listen quietly while others are speaking, and obey all school rules.  Whatever the rule, students need to be taught the behaviors that the rule includes and excludes (Woolfolk, Chapter 13, pages 494-495).

There are a different set of rules for students at the secondary level.  I’m a firm believer that respect has to be the foundation of a classroom and a school.  At every level of education, respect is the key to a successful classroom and a collaborative classroom.  In Chapter 13, the text highlights that respecting others in the classroom predicts the number of students who participate in class discussions.  It appears that respect is the gateway to student engagement (Woolfolk, Chapter 13, page 496).  That is one core value that I will enforce in my classroom every day and my goal and hope is that all of my students will be successful in some way because of the foundation of our respect for each other.

I enjoyed all of the videos and readings that were a part of Module 3.  The videos and articles opened up the forum for many great discussions this week.