QTC Post 5 Chapters 9 and 10

Question 1

From a behavioral view of learning I would define successful mastery of my lesson objects by seeing how a child reacts or answers when asked a certain question or given a certain cue. For example, when I was in high school my AP US History teacher drilled into our heads at the beginning of the semester that Olgethorpe found Georgia. She did this by insisting that anytime she said Olgethorpe we had to shout Georgia back at her and vice versa. Even at the end of the semester after we had not discussed Olgethorpe or Georgia for three months she randomly shouted "Olgethorpe!" at the class and the whole class snapped to attention and yelled "Georgia!" back at her.

From a social cognitive view of learning I would define successful mastery of my lesson objects by observing whether or not my students were able to complete a task that I had previously modeled. For example, in the Early Learning Center I did an activity with a group of children where I built a structure out of blocks and then the children were supposed to copy what I had created with their own blocks.


Question 2

I think there are behaviorist views that could encourage productive behaviors and discourage undesirable behaviors applied to my CSEL case study. As I said before, I could use a jar of desirable objects used to encourage and discourage Willard's behavior. Also, self-efficacy and self-regulation both can be used after giving Willard his own personal schedule. Hopefully, allowing him to have his own schedule would get him to figure out the answers the questions he asks and also remind him that he needs to use good behavior while at school.

QTC Post 4 Chapter 13

Creating a learning environment conducive to learning can be accomplished in multiple ways. There is not one right way to set up a classroom. Because I hope to teach young children, I think that I will set up my classroom with centers and a group area. I definitely plan to get to know the children individually and really take an interest in their lives besides what goes on in the classroom. I also really want my classroom to be set up so that children feel comfortable to ask questions and share their ideas and thoughts with one another as well as myself as the teacher. Obviously, there has to be rules and expectations for the classroom in which my main two reasons behind the rules and expectations will be for respectfulness and safety. I know that all children are different and all classroom dynamics are going to be different and I will have to be flexible with the way I do things in the classroom.

To create an intervention continuum for my CSEL case study I would start out with talking one on one with Willard about why he acts this way and point out that leaving the classroom without permission is not safe and that other students do not like it when he goes through their things without permission. In this meeting, I would also provide Willard with a personal schedule of what goes on each day so he can hopefully answer some of the questions himself. Hopefully this would encourage Willard to think about his actions before he acts. I would also make a point of praising him when he did think before he acted.

If the first intervention was not successful the second intervention I would implement would be to move Willard's desk closer to my own desk in order to better keep an eye on him and hopefully be able to step in before he wonders around and redirect him by engaging him in something else.

The third intervention I would implement if the first two were not successful would be to give Willard a jar with a certain number of items in the jar for the week. The items would be things such as small toys, change, or candy. Every time he misbehaved I would ask him to give me one of the objects from the jar, he could also earn the objects back by behaving well. If at the end of the week he ended with more objects than he started with at the beginning of the week he would be allowed to choose an object from the jar to keep.