Module 3

     The Chapters assigned in Module 3 were 7 and 13. Chapter 7 dealt with behavioral theories: classical conditioning and operant conditioning. According to  Woolfolk (2016) "Classical conditioning focuses on the learning of involuntary emotional or physiological responses...through classical conditioning, humans and animals can be trained to react involuntarily to a stimulus that previously had no effect..." (pg. 254). Pavlov's dog was used as an example. In the classroom, we can use this type of conditioning in a couple of ways. In Woolfolk, they gave examples such as giving ungraded practice test regularly to condition students who are anxious test takers, or have a student who is afraid to speak in front of the class the option of speaking in front of small groups. Operant conditioning involves "learning to behave in in certain ways as we operate in our environment" (pg. 256). An example of the theory of A-B-C ( antecedent-behavior-consequence).

     Operant conditioning involves concepts like negative and positive reinforcement. On pages 257-258, Woolfolk explains that positive reinforcement is the addition of another stimuli, and negative reinforcement is the taking away of. In the classroom setting, positive reinforcement could be verbal praise, a prize, or a star. An example of negative reinforcement could be taking away recess or free time.

     In my observations, Mr. McDowell is a fantastic example of an instructor who utilizes the idea of effective instruction delivery (pg. 261). He is very clear in his instructions, and makes them as simple as possible. He moves himself to be positioned among the students as he gives instructions, and makes eye contact with every student in the room. I have also observed him using prompts (pg. 261). He usually prompts with language such as " what do you think happened" or "do you agree with your classmate" to involve the students in a class discussion. Mr. McDowell also uses task analysis ( pg. 265) to shape his classroom. When students have a big research paper or project due, he has them hand in small pieces of it at at a time. For example, the students have a history fair project due at the end of  the month, and he had all the students turn in their topic and thesis last Friday. Next Friday, the research portion is due. I really like this idea for my future classroom. I think it alleviates some stress, and students have a better understanding how t o break a big assignment into parts. I believe it leads them to performing better on their assignments.

     When consequences or punishments must be doled out, Mr. McDowell is really a good example of how it should be done. He has specific expectations for the students, and adapts his consequences to the type of infraction that was committed. This is also a strategy found in Woolfolk, Chapter 7, pg. 272. I also like how he encourages the students to learn how to manage their own education and take responsibility for their work. He has the students make an organization binder, and checks that it is being kept up throughout the year. His method is an example of both teaching self management (pg. 276) and monitoring their progress (pg. 277) of Woolfolk.

     Chapter 13 was about creating learning environments. The part of this chapter that stood out to me the most was the very beginning when it discussed multidimensional (pg. 488) classrooms. I think it's so important for us, as educators, to remember how BUSY a classroom is, how a million different things are all happening at once. I think to create a good learning environment for students, we must manage a classroom effectively so maximum learning can take place, and construct ways for distractions to fade or become minimal in interfering with learning. In Woolfolk, I think one of the most important aspects of this chapter were the three goals of classroom management (pg. 491): access to learning, enough time for learning, and keeping the students actively engaged in learning activities. Mr. McDowell does an excellent job of giving his students choices, both academically and behaviorally, that teaches them how how manage themselves as well as take responsibility for their own choices. He tells the students on the first week of school that he makes the choice to come to school every day to teach, and it is their choice to come to school and learn. He tells them if they are not  there to learn, they can choose to spend their class time how they wish, but if it interferes with the students who  came to LEARN, consequences will be rendered. I like his approach because I think it motivates students. I feel this way because he is NOT pushy, but if the student choice was to come to school and learn, his expectations are high.

    I also liked the concept of "withitness" (pg. 503) and caring relationships with students showing a connection with academic achievement ( pg. 504). It goes to show that when a student knows they are being monitored it keeps them focused on the task, and understanding that it comes from concern about their future keeps them motivated. Mr. McDowell shakes the hand of every student as they walk into class. He always has a personal word or hello for everyone. He may ask about a student's sports game, or how a sick family member is feeling. It's really incredible to watch the response these students have to him. Even though he is a tough instructor who expects a lot from his students, the ways he shows he cares about them makes all the difference in how they interact and respond to him as a teacher.