Module 3: Chapter 7 & 13

In chapter 7 it explained the early views of learning through contiguity, classical conditioning and described their implications for teaching. It also summed up the differences and similarities between positive and negative reinforcement and how reinforcement schedules affect learning. It also explained functional behavioral assessment, positive behavioral supports, and self-management techniques. All of this dive into the behavioral views of learning. While reading this chapter it did make me think of the current classroom that I am in right now for summer school. However, Chapter 13 really had me going because of the experience I have had inside a classroom and working with students and understanding their learning environment within the classroom. Chapter 13 examineed the ways that teachers can communicate with their students in many situations. Chapter 13 identifies strategies for preventing and addressing student misbehaviors and research on the roles of producers, physical space in classroom management.

There is more to classroom management than keeping the students in order and quiet. Each classroom has its own system and set up. In my school building, there are two types of classrooms: blended and self-contained. Both of these classrooms have their own classroom management, but what I did find interesting was how different a blended classroom was to another blended classroom and so on. Each teacher figures out a way to give the students the best access to learning. I noticed when I subbed in a blended classroom and noticed how their set-up, routine, and environment was different in the classroom I am originally at. “Spaces for learning should invite and support the activities you plan for your classes, and they should respect the inhabitants of the space” (pg. 518). I saw inside a blended classroom in the back of a small corner there was a set up for quiet space. I asked the teacher what was the purpose and who can only be in there. She said she keeps that spot open in case she notices that a student may need some alone time away from other students. That would be considered as a personal territory because although many can use that space, it’s purpose will be for someone own needs that personal spot. I have seen students respect that space and not use it without having a reason to.

I also noticed how there were some students in the blended classroom that needed more attention to awareness than others. “Some students, particularly those with behavioral and emotional challenges, may require direct teaching and practicing of important behaviors (pg. 511) I had a student in one of the classrooms who had a behavioral chart (Token reinforcement system) where he was given a star for each time be behaved in an activity. This is what was talked about in chapter 7 page 278. “Depending on the age of the student, the rewards could be small toys, school supplies, free time, special class jobs, positive notes sent home, time to listen to music or play computer games, etc.” This student wanted to play with a Batman Lego in the principal’s office during the last 15 minutes of school. The teacher agreed to it including the principal because this benefits the student for behavioral problems and responded well with the direct nature of token reinforcement.

I found both of these chapters to be very insightful and useful when I have my own classroom. There are ideas and many theories viewpoints to look at and learn from them. I have gained a new understanding of managing a classroom and the importance of space inside of it and its effectiveness on students and what I want to create in the future.