Chapter 5 Behavioral and Social Learning Theories

 Description:

The central focus of chapter five was to define what learning is and discuss the various theories associated with the development of social and behavioral learning processes (Slavin, 2018). The behavioral learning theories are broken down by their various components, such as reinforces, punishers, and the withdraw or maintenance of the various stimuli to help support student growth (Slavin, 2018). The author also includes various suggested styles and strategies for implementing the different components. Finally, the chapter discusses the learning theories, primarily those associated with Bandura, and summarizing the development and usage of "self-regulation" and what that means for student learners.  

Analysis: 

Many educators and policymakers have a dire misconception or lack of understanding about how student or adult learning occurs. Simply, learning is a transformation that an individual goes through, and it is brought on by an experience or series of stimuli (Slavin, 2018). This definition is an important place for educators to start when considering how to select their activities, strategies, or plan lessons. Suppose we know that learning occurs through experience or a stimulus. In that case, it is reasonable for us to be intentional and critical of the choices we make regarding education and with which the students interact. The author maintains the idea that students are consistently engaged in the learning process. The goal, however, is deciding "how to help students learn particular information, skills, and concepts that will be useful in their lives" (Slavin, 2018, p.98). This statement should cause educators to take pause and reflect, "what do I truly want my students to learn, and how am I going to get there?". 

When I reflect on these ideas, I must consider my students and what it is like to be a new learner or consumer for a specific topic. For example, what would motivate a student to risk being vulnerable in their learning process? How would I use experiences and various stimuli to build a classroom community where learning and positive peer interactions or collaborations are meaningful? These questions are guiding and reflective questions that ask one to consider their students' nature and how they interact or behave within a given environment. Chapter 5 provides overviews of behavioral and social learning processes, which allows educators to begin constructing answers to those questions. 

When it comes to learning, the management of a classroom is a foundational piece to consider. Educators are tasked with helping students navigate new content learning and conducting themselves appropriately so that the environment promotes learning.  It is in this area that you usually see the classroom rules and procedures. These rules often are used to shape and guide the interactions of the students. 

The behavior learning theories are a good place for educators to start considering how to construct their classroom policies and rules. These theories address what it means to reinforce or punish behavior. Reinforcers are defined as outcomes that promote desirable behaviors (Slavin, 2018). There two general categories, intrinsic and extrinsic. Reinforcers, for educators, can be tangible rewards, verbal or nonverbal approval. Ultimately, reinforcers are experiences or stimuli that students desire and are willing to alter their behavior to receive (Slavin, 2018). In addition, reinforcers must be meaningful and engaging for students (Slavin,2018). 

Conversely, punishments are outcomes or experiences that curtail undesirable behaviors (Slavin, 2018). Therefore, one critical point for educators to consider when developing their reinforcers or punishments is to ensure that these stimuli are helping achieve the desired goal. Punishment is not a punishment if it does not thwart a behavior (Slavin, 2018). The same can be stated for a reinforcer. If the reinforcer does not have meaning for the student when applied, there is no support for the student to continue the desired action (Slavin, 2018). 

We discussed this week how the "consequence" of being sent to the office could act as a reinforcer. In this discussion, the general consensus what that being sent out of the classroom could allow students to exchange an unpleasant experience (classroom activity or peer interactions) for an arguably more desirable experience (waiting away from class in the office). This is a critical facet of the behavioral learning theory.

Another important feature of behavioral learning is when to apply or withdraw a reinforcer. Students can become conditioned to a reinforcer and a punisher; therefore, teachers must take care to balance the implementation and vary the experiences and stimuli (Slavin, 2018). The overall goal is to help a student reach "maintenance." This is when a learned behavior requires fewer and fewer reinforcers, and the behavior becomes more established (Slavin, 2018). 

Teachers help students reach maintenance through diligence and consistency. This leads to the discussion of Bandura's learning theory. Slavin states that Bandura asserts that learning is the most efficient when it is modeled (Slavin, 2018). Teachers should be aware of this concept at all points during their time with students. Modeling can allow for new content learning at a rapid rate. A strategy often associated with this is the, "I do, we do, you, do" strategy. Here the teacher models the topic,  guides the students and then releases them to explore and apply what they learned from the model on their own. This is Bandura's observational learning. Vicarious learning is common in classroom management and incorporates the use of reinforcers. Students experience vicarious learning when they alter their behaviors when they observe another individual experience reinforcements or punishments based on their actions (Slavin, 2018). 

The idea of vicarious learning is essential when parents and educators are selecting material for their students or when they interact with others. Depending on the stage of development, children cannot decern what is acceptable to do or not to do. They only notice what is reinforced or punished. For example, young children that see adults or cartoons laughing, horse playing, and swearing feels that using similar words or engaging in similar actions should gain them similar reinforcement. Teachers should be aware of this dynamic among their students because reinforcement does not only come from the adults in the room. Peer reinforcement and approval is a powerful element and influence for student behavior and interactions. 

Reflection: 

As I read this chapter, I found myself taking notes and planning for the upcoming school year. This entire topic is a keystone for classroom management. In order to create a learning environment, we must help the students develop an understanding of what one looks and sounds like. Usually, I believe that all students are natural learners and will act on instinct. However, in reality, in my classroom setting, in my district, students need structure and guidance on what is expected of them. My students come from diverse backgrounds, and their experiences with classrooms, peers, and education are diverse.  Therefore, I need to be well-versed in these strategies and more educated on effectively implementing reinforcers and punishments meaningful to my students and promoting maintenance and regulation, thus ultimately creating a more positive learning environment.  

One of the most surprising ideas is that reinforcers and punishers are not effective if they are not meaningful. For example, if a student has no parent support at home, a positive or negative phone call home would not matter. Students who instead sit inside than play would not benefit from extra recess. 

I believe that I  have always known these things, but because my co-workers have their policies, I think, as a new teacher, I simply followed along. However, as I gain my experience, I see that teachers are notorious for falling into ruts and rhythms and not acting in a responsive way to their students. I am sure everyone has their own story. I know I am guilty of doing something similar, especially when one considers how overwhelming teaching can be.  Teachers are human; we make mistakes, run out of time, and get frustrated; mulling over each punishment and reinforcer are enormous feats for educators. Many of our school systems cannot facilitate the level of differentiation our students need regarding various behavioral supports, which is a significant issue when considering how critical behavioral learning is for student academics. 

I know that I also am guilty of reinforcing bad behavior. I related to the example in the text the described the little girl and her fervent hand-raising. I will say, I am proud of myself; one day, that idea clicked for me. I felt the lightbulb click, "Megan, you know what you just told her/him by doing this? We need to watch out". For the longest time, I didn't know what else to do. Finally, something clicked; moving on from that day, I practice a "10 count". It is a game where I ask a whole group question. No one is allowed to raise their hand until I hold up ten fingers. If you raise your hand before the ten fingers are up, you "lose." This worked marvelously for students who would vehemently shake their hands, allows others to think uninterrupted, and increases my participation rate. 

I am hoping the more I learn from this course more "clicks" I get. I know that I am already considering how to be more effective with using meaningful reinforcements and finding ways to avoid extinction. I need to break the old routines and be more considerate of my groups of students and my teaching style. I know that I use modeling daily. However, I need some more time to reflect on what that would look like in my classroom. 

Reference

Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA: Pearson         Education.