Chapter 9

What:
Chapter 9 wasn't my favorite, but still it is very useful. Throughout the chapter we learned about behaviorism, conditioning, and stimulating learning by conditioning responses. According to chapter 9 the definition for learning was a semi-permanent change in behavior, which means that environment and stimuli play a huge role in this theory. Accordingly, the chapter covers the idea of "reinforcers" Reinforcer, as defined in the chapter, is a consequence of a response that leads to increased frequency of the response. Such, there can be a positive or negative reinforcer; positive reinforcement is anything that is added as a consequence to increase behavior (whether desirable or undesirable by the student), and negative reinforcement is anything removed to increase behavior. Although there are many other reinforcers, these are the two that we, as a class, covered most thoroughly.
Further we studied the concept of punishment. Punishment, as defined by ch. 9, is a consequence that decreases the frequency of the response it follows. Thus, there are two types of punishment: presentation and removal. Presentation punishment is like it sounds, we are presenting an unwanted stimuli to decrease behavior; removal punishment, on the other hand, is the removal of a wanted stimuli to decrease behavior.
Therefore, we must always be aware of the outcome we want from our students because whether we want to increase good behavior or decrease bad behavior we must know the basic concept of stimulus.

So What:
I believe, as you've conditioned our class to believe (by behaviorism), that constructivism is going to be a practice that I will use more intensely in my future classroom. BUT I do think that behaviorism is important, and we use it everyday without realizing what we are doing. That is why I feel it was very important to understand HOW to use concepts within Behaviorism theory, because without the knowledge of how and/or why, we wont be achieving the desired result as readily as we want. Although punishments and reinforcements are not new ideas to me, the new realization of different ways and techniques in applying them are most helpful to understanding how to get that desired result.

Now What?
As a future teacher I want to be able to control and motivate my students to the highest levels possible (of course I know this is only and idealistic dream), but without the knowledge of how to appropriately manipulate their behaviors when and how I will be lost. Now I feel I have a little more control over how I control my students. As I use reinforcers and punishments I now feel I will be using them successfully and appropriately. I have listed examples of how I might use each in to increase learning and good behavior.
Positive reinforcement- A an English major, nothing is more satisfying than feeling I am learning something useful from a text. As I ponder on the positive reinforcers that my previous professors/teachers used I realized that I will use them as well. For example: As my class is discussing the possible meanings of a certain text I can use positive reinforcement such as "great response, that was very well thought out." Although I am not applying more than a verbal complement, I am still using an added reinforecer to achieve increased learning.
Negative reinforcement- Adding more homework until the concept of whatever (let's say conjunctions) is learned. When the students have completed the extra work successfully (that means 85% or higher) then the stimulus of added homework will be removed.
Presentation Punishment- I am not a parent, but I KNOW the most used presentation punishment in my parents home was "spanking." Unfortunately, teachers can't use this... although I think many teachers have wanted to at one time or another. As a future teacher the best example I can think of is detention. For example, little Timmy keeps distracting my class with outbursts of talking and laughing, so I present him with after school detention until his outrageous behavior has decreased.
Removal Punishment- Well lets say that my 8th grade English class has never had a seating chart but the disturbances throughout class are at an all time high, thus I remove their seating freedom and confine them to a seating chart to decrease learning distractions.

Chapter 7

What:
This chapter examines how we as human beings construct knowledge and beliefs about the world, society, and ourselves in them. It discusses how our future students may have formulated certain views, knowledge, and schema about the world. Regardless of the extent to which students acquire their understanding, either on their own or with the help of others, they all construct somewhat unique interpretations of the ideas and events they encounter both in and outside the classroom.

So What:
After reading and reviewing ch. 7, I feel more adequate in my ability to empathize with future students about their conception of knowledge. I will be able to make easier transitions when conceptual changes are needed because I now can understand how or why the student might have made their wrong assumptions.

Now What:
As a future teacher I want to promote “thinking” above any other concept, thus conceptualizing knowledge will be a huge part of my classroom. Although I want to help my students to make correct interpretations, I also want them to make their own conclusions about life and the world around them. This chapter has helped me understand how to achieve conceptual change but also has enlightened me how to engage my students in “thinking.” The more my students understand their perspectives the easier they continue to learn, and the easier I can correctly adjust their learning!