Operant Conditioning Plan

Operant conditioning can be used in classes quite often. Upon first learning this material, I started to think that this would work very efficiently in elementary schools, but I wasn't quite sure how to apply this to secondary education. However, after the discussion today, I better understand the material.

One way that I could use this in my future classroom, is through the process of contingency contracts. I think that these could be very effective because they can operate with individuality. We talked in class about how it is hard to make sure that your reward/punishment system is really what a student wants. For example, if I am teaching English, and trying to teach how to write an essay, it can be very easy to not understand all the processes. Say a student isn't understanding all the steps, and they are either not doing the work, or just not understanding. Instead of assigning the paper due on a certain date, it would be better for that student to develop a contingency contract.

In the contract, you could have an open and honest conversation with the student to be able to understand what is/isn't motivating them. You could break down the writing process. (First let's do the thesis, then the body paragraphs, then the conclusion) meeting with them through each step. You could use positive reinforcement of verbal praise through each step, and show them where to go next. That way they can develop more internal motivation, as well as having the structure. The negative reinforcement can go along with allowing the student to drop lowest assignment score on a grammar quiz or something, if all the pieces of the paper are completed. I don't think that presentation punishment would be effective in a contingency contract, because I feel like that could destroy the trust you are trying to build with the contract. Finally, removal punishment would also be a negative thing in this situation.

Classical Conditioning Plan

In my class, I will condition the students to know how to set up a discussion and what that looks like. I also want to implement interactive notebooks, so that is what I am referring to when I say notebooks. I will model and show how I want discussion groups set up.
- get notebooks and current text out
- have questions prepared from the night before
- move everything out of the way and get in circles ready to discuss.
In order to implement this, I will start off showing them where to go and what to bring: their notebook, questions, and text (US), then the UR will be ready to discuss. In order to signify that I am ready to discuss and they should go there, I can give a verbal cue like "circle up" or ding a bell, (NS). As we move throughout the year, they should be able to move with all their materials when they hear the cue (CS) to their discussion groups (CR).

Personal Theory of Learning

When I first started this class, I think my theory of learning was pretty simple. I believed that if you want to learn, and you put in the work, then you will be able to learn something. Now, since I have started thinking more about what it actually means to learn and the process that comes out of it, I think that learning is more than just a desire and an effort. While these are still important to the actual learning process, there is more going on.

First, I think that there are some basic things that need to be understood for the teacher and the learner before quality learning can take place. One of those things is understanding brain development, and how that interacts with learning. Understanding how the brain develops, specifically when each section develops is very important. Along with this is having the mindset to learn, and being in a safe environment. I think that it is very easy to get frustrated when learning if one doesn't feel safe. For example, I remember a math class my seventh grade year where I didn't feel safe learning. Learning is a very messy thing and it takes lots of practice. This particular teacher taught by fear, and didn't allow mistakes. Whenever one was made, that student was ridiculed, and by the end of the year, I found myself hoping that he would never notice that I was in his class. For the next long while, I didn't believe that I could do math, and was terrified of getting things wrong. Perhaps if I had had a safe learning environment, I would have found out that I am good at math a lot earlier. 

I also loved learning about Vygotsky. To keep developing my own learning theory, I think that Vygotsky has a lot to contribute. Scaffolding becomes an interesting topic to consider, and realizing that in order to learn, there has to be an MKO and scaffolds to make sure that the learning is really internalized. Without the internalizing component, then the learning is surface level. Kicking out the information right after an exam isn't making sure that you are really learning the information. Just that you can parrot the information back.

I also think that collaboration is essential to learning.  I find real value in swapping ideas, learning from others, and taking responsibility for one's learning. Finding out information from other members of a community can help make sure that the learning is actually cohesive.