What Good is Information If You Can't Remember?

 As I read chapter 6, I reflected on my classroom, The students, my instructional delivery, activities, and assessments. I thought about whether I was offering my students the best educational experiences conducive to learning. You may think I have never reflected on these things, but I have! However, I only now reflect on the brain and how it processes information. After all, it controls everything; our actions, feeling, and viewpoints (p.136). Teachers must consider their students' backgrounds because it will affect their learning. For example, there is a possibility that children who lack nurturing will not have the proper brain development (Sousa, 2017, as cited in Slavin, 2014, p. 138).

Teaching is imposing information upon and impacting the brain of the learner. Slavin (2014) stated that you would only be successful in changing the brain of a learner who can receive the incoming information (p. 141). For example, I have a student who does not know letter sounds, is not fluent in addition and subtraction to 10, and only knows a few sight words; However, the student could answer critical thinking questions during read-aloud. The student may not be ready to read, but listening comprehension is superb when I am reading to her. The brain is a mystery within itself, and I enjoyed learning more about how the brain works. 

I could be a better teacher by understanding my students as learners. I need to know what they know, what they are ready to develop, and what needs to be extended. Most importantly, I need to determine what helps them remember skills, strategies, and other concepts taught this year. I realize the importance of explicitly teaching how to remember. I have used mnemonic devices like; Circle, Underline, Evaluate, and Solve (C.U.B.E. S) and Somebody Wanted, But, So, Then (S.W.B.S.T.). However, I have also observed students knowing a chant but needing to know what it means or how to use the chant to gauge their understanding. What good is the information if they can't remember?

I want to know more about how to help students who have attention deficits. First, students must pay attention and listen to remember the information (Slavin, 2014, p.128). I have quite a few students diagnosed and undiagnosed, but I would love to learn more about how to help those students learn self-regulation with focus and attention so that they will stay caught up with their peers.

References

Slavin, R. E. (2014). Educational psychology: Theory and practice. Pearson College Division.

 

What is Your Type? A Behavioral and Social Learning Discussion

 

We all heard the saying, "you learn something new every day." Pink (2010) provided a motivational drive survey that measured whether the participant was extrinsically or intrinsically motivated. To my surprise, I learned that I am extrinsically motivated. I have always thought of myself as being an intrinsically motivated person. Guillen (2020) illustrated examples of extrinsic motivators such as financial security, independence, acceptance, and having a feeling of belonging (p.15). I am perplexed at my finding that to confirm the measure from the drive survey; the table also shows that I am mostly extrinsically motivated. However, I did find examples that prove my initial belief that I am intrinsically motivated. I agree that when the revenue is not attached to purposeful goals, there is poor performance (RSA animate: Drive: The surprising truth about what motivates us, 2010). It makes me think about fast food chains, Chick-Fil-A versus Mcdonald's. In my experience, I always wait longer at many Mcdonald's restaurants, the customer service is not pleasurable, and I am normally missing items. When visiting most Chick-Fil-A restaurants, the service is typically the opposite of McDonald's. I wonder if Chick-fil-A set goals for their business that if they make customers happy, then they will increase their business and profit.

 

The classical conditioning experiment by Pavlov makes me think about when I start new interventions in the classroom. For example, when using Class Dojo as a reinforcer, the students were not used to the specific sound associated with rewarded points. Now that students are familiar with the sound, when they hear the sound, most students respond to the sound by doing what they are supposed to do in the classroom or the hallway. I also have found that when I pick up my phone, and the students see that I am about to find someone to give points to, they will change their behavior to the desired behavior. I found it interesting how often a stimulus can change. Last week, I started using tickets as a reinforcer to reward the desired behavior. At first, students did not respond to the tickets. They wondered what it was for, then I rewarded points to students who received tickets, now, students look for tickets in my hand, and when they see others receive a ticket, they receive a ticket. Slavin (2014) mentioned that when you set a rule and allow students to break the rule, the rule will become extinct (p.112). I have been guilty of doing this in my class—especially the rule about blurting out answers. I set a personal goal that I started this week to be consistent with the rule and praise others for raising their hands and waiting for me to call on them.

 

The Bobo Doll Experiment by Bandura is something that was familiar to me. Still, I am glad that I could see the experiment results and explanation on the video as a refresher. Learning from observing, remembering, and copying others is referred to as social or observational learning (Bandura and Social Learning Theory, 2013). I made a connection to a behavior intervention found on the Intervention Express website called Sit and Watch. Students have to sit and watch other students who are engaged in the desired behavior for 1 to 3 minutes; then, the student will return to work and engage in the desired behavior. The teacher will instruct the student on classroom expectations so that the student is clear on what is required.

 

 

References

Bandura and Social Learning Theory. (2013, August 30). YouTube. https://www.youtube.com/watch?v=NjTxQy_U3ac&t=37s

Behavior. (n.d.). Intervention Express. https://www.interventionexpress.com/behavior.html

Guillen, M. (2020). Motivation in organisations: Searching for a meaningful work-life balance. Routledge.

Pink, D. H. (2010). Drive:  The surprising truth about what motivates us.  Penguin Publishing Group.

RSA animate: Drive: The surprising truth about what motivates us. (2010, April 1). YouTube. https://youtu.be/u6XAPnuFjJc

Slavin, R. E. (2014). Educational psychology: Theory and practice. Pearson College Division.