Dear Cognitive Development
"1,2,3... eyes on you!"
I know we all have wondered why our students sit correctly when we start calling other students to the treasure box, or how they don't turn in their homework at the end of the week when there's no consequence at all. As a teacher, I see these patterns everyday with my little learners, and there's true science behind them whether I will be unpacking the behavioral psychology that drives students actions especially my students actions. We're going to dive into the why behind the "why".
One of the biggest lessons I've learned this year is behavior and how important behavior is in the classroom. All new educators can relate with how overwhelming it can be with behavior. But, with me learning the reasoning behind students actions have made me feel more confident and prepared to respond to those behaviors in more effective ways. Behavior is the most talked about topic in my school besides curriculum. When we're in team meetings, professional development sessions, or talking as a grade level team, most conversations lead to student behavior and how it affects the learning and how we can better understand and manage it.
I've learned that the most important principle of behavioral learning theories is that behavior changes according to its immediate consequence (Slavin, 2020). I've had a student for the first two terms of the school year who has behavior problems. It was a hard first part of the year to be honest due to his behavior. He would go AWOL, scream, hit, and throw things around the classroom. Although it was a tough time, I always asked for help to positively change his behavior. The veteran teachers were telling me that I had to stay on him, so that he could listen to and respect me. It was always a punishment, such as sitting at the manners table during lunch. I would have a punisher for each undesirable action, those were the consequences that weakened behavior (Slavin, 2020). But truth be told, I had to learn that with this particular student, the punishers didn't help him, but that he enjoyed the attention that was being given to him. He enjoyed being scolded because it gained him with my attention (Slavin, 2020).
I had to shape him, so that I could get the behavior I desired out of him. Slavin (2020) describes shaping is when you guide students toward the goals by reinforcing the many steps that lead to success. I had to teach him step by step on how to follow the expected rules, gradually shaping the final skill (Slavin, 2020). Now it did work-- until it didn't and he had to go to a school that would help him learn and better understand that his actions has consequences. This part of my first-year of teaching experiences left me at a loss, though. The question of "How can I better support my students with more severe behavioral needs in a general classroom?" popped up in my mind. I feel as I did take the right steps, I partnered up with behavioral specialist, my assistant principles and the school counselors. But not reflecting on this, I plan on seeking professional development within that area as well as collaborating more closely with interventionists in our district to strengthen my approach.
Classical conditioning was also used in my classroom. I use small electric doorbells, each of which have a specific sounds to signal an action that I want the students to perform. For example, one sound means to line up, another one signals for them to turn their "voices off", and another so that students know that it's time to rotate to another group. Consistency was key, because in the beginning of the year, it was quite the struggle and I had to implement each sound one by one. Now, when a bell rings, they respond automatically, without me needing to remind them what the sound means. This approach minimizes downtime, allows for smooth transitions, and allows students to follow the routines independently.
Truly, I didn't realize how many theories have been placed into my classroom until I read the readings and then saw how they translated into my classroom. I do have rewards in place for my students as well. To encourage positive behavior in my classroom I do a "Happy Camper of the Week" recognition. District wide we use a program called PBIS (Positive Behavioral Intervention and Supports). Students get pointes based off of our District R.O.A.R expectations (Respectful, On-Task, Aware of Self and Others, and Responsible). Each week, the student who earns the highest number of PBIS points, is named the Happy Camper. This student earns the special privilege of spending the week in our cozy tent which has pillows and cute string lights. It was beneficial to most students, but to the student mentioned earlier, it didn't help him. This is a prime example of operant conditioning where if an individual's behavior is followed by pleasurable consequences, the individual will engage in that behavior more frequently (Slavin, 2020). This encourages all students to repeat the behaviors of their peers. When my students saw their peers being praised and rewarded, most students were motivated to follow the R.O.A.R expectations to be rewarded with PBIS points.
This is also a clear example of Bandura's Social Learning Theory. Slavin (2020) describes social learning theories as the focus on the effects of thought on action and action on thought. Students aren't just learning from direct reinforcement, but by also observing the actions and outcomes of their peers. When a student is recognized and celebrated as the "Happy Camper" or earns PBIS points for following R.O.A.R expectations, all of the other students in the classroom are paying attention. Students in my class then modeled the same behaviors to receive the same rewards as the "Happy Camper". This reinforcement has helped shaped my classroom behavior through positive peer influence.
Students in my class love to color with crayons, paint, draw, make music etc... I love to pair things that they enjoy with our tasks, to make the learning meaningful. Another way positive behavior is supported in my classroom is where students are encouraged to make good, productive choices by pairing our task with activities that they enjoy. This approach, which I now know, is known as the Premack Principle. Slavin (2020), describes this as making access to something desirable contingent on doing something less desirable. For example, When you finish reading your decodable text , you can draw and color what you read. By connecting their learning tasks with activities that they enjoy, students are busy in a productive way, and not with "busy work".
Now that I have reflected on these topics, I see behavior through a new lens. This is another case for me, where I didn't realize theories were in practice in my classroom. What I've read and what I've lived in my classroom has taught me that behavior isn't just something to manage. Knowing behavior is understanding it, modeling it, and guiding my students to the desired behavior for not only myself as their teachers, but for their future. My little learners aren't only learning the standards expected of them, they're also learning how to be great citizens in the community. They're learning how to regulate and how to grow. And I'm learning alongside with them. I've become a more intentional teacher for them, being aware of principles of behavioral and social learning and use them flexibly to help students become more productive and capable learners. So next time a student flips a chair, or is smiling from ear-to-ear after earning a PBIS point, "Why You Act Like That" will be in the back of my mind, and I'm starting to truly understand the answer.
References
Slavin, R.E (2020). Educational psychology: Theory and practice 13th ed.). Pearson Education.
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