Elaboration on Cardell’s Misbehavior

1. Elaboration on Cardell’s Misbehavior Emily Sirotkin EDPS 457 T/R 12:30-1:45 Abbott

2. Concept Map – Intro, part1 Last summer, I worked at a Open Door Mission with their kids camp in Omaha. One of the biggest challenges of the summer was classroom management – I was the teacher for a room of 25 third graders. Over time, I began to notice that one boy, Cardell, had a lot of leadership potential, but he would misbehave in order to get more of my attention. I learned more about his story, and I knew that his dad had left, and his mom was often occupied with caring for his 4 younger brothers and sisters. Clearly, Cardell was seeking attention at summer camp.

3. Concept Map – Intro, part2 However, I also needed to keep the entire classroom moving and orderly (at least as organized as summer camp can be). So I needed to find a way to discipline him without giving him too much attention. After several rounds of trial and error, I found that sending Cardell out into the hallway as soon as he began misbehaving, combined with praise for his good behavior and efforts, brought out the best in him. Cardellbegan to lead others by example, and I was amazed at the changes I saw by the end of summer.

4. Behaviorism - Select • Operant conditioning: form of learning in which a response changes in frequency as a result of being followed by reinforcement • Reward: consequence that increases the frequency of the response it follows • Punishment: consequence that decreases the frequency of the response it follows

5. Behaviorism - Organize Operant conditioning Creates a decrease in frequency of behavior using Creates an increase in frequency of behavior using Reward Punishment

6. Behaviorism - Associate • My goal as a teacher was to determine how to decrease Cardell’s misbehavior (punishment) and increase his leadership skills (reward) • I learned that by taking class time to correct him, I was giving him attention for his misbehavior. For Cardell, this was positive reward (adding attention and increasing misbehavior). • On the other hand, I realized that by sending him to the hallway, it was negative punishment (taking away attention and decreasing misbehavior).

7. Behaviorism - Regulate • For some students, receiving verbal reprimand during class was positive punishment and decreased their misbehavior. How did it affect Cardell differently? • In order to increase Cardell’s leadership, what types of punishment/reward would work?

8. Modeling - Select • Modeling: demonstrating a behavior for another or observing and imitating another’s behavior • Response inhibition: decreased frequency of a behavior after seeing someone else being punished for it • Response disinhibition: increased frequency of a previously forbidden or punished behavior after seeing someone else do it without adverse consequences

9. Modeling - Organize Modeling When observing someone else NOT punished for a behavior leads to When observing someone else punished for a behavior leads to Response Inhibition Response Disinhibition

10. Modeling - Associate • As a teacher for 25 students, when one student acts out, I have to think about how it affects the entire class. So when Cardell would misbehave, I observed how his behavior and my reward/punishment affected the behavior of the other students. • Sometimes I tried to just continue with class, however, usually many other students would also begin to misbehave. • At other times, I noticed that some kids wanted to go to the hallway, so they would try to misbehave so that they could be sent out as well. I had to try several different classroom management techniques for different students.

11. Modeling - Regulate • I could have chosen to just ignore Cardell’s misbehavior and not give him any attention or any punishment. What modeling response could this create for the rest of the class? • After sending Cardell to the hallway, how do you think that punishment affected the rest of the students?

12. Self-Efficacy - Select • Initiation: the student begins to try to achieve his/her goals • Performance goal: desire to demonstrate high ability and make a good impression • Mastery goal: desire to acquire new knowledge or master new skills

13. Self-Efficacy - Organize Initiation A student begins to desire his/her goals in order to make a good impression A student begins to desire his/her goals in order to master new skills Performance Goals Mastery Goals

14. Self-Efficacy - Arrange • I consider motivation as part of my job as a teacher. I want to motivate my students to set higher goals for themselves and achieve more. • For Cardell, I wanted to motivate him to set goals of good behavior in the classroom – not just so that he wouldn’t be in trouble, but so that he could realize more of his leadership potential and develop strong character.

15. Self-Efficacy - Regulate • How could I motivate Cardell to create his own performance goals? • How could I motivate Cardell to create his own mastery goals? • Do you think that my third grade class was more motivated by performance or mastery goals?

16. Concept Map Visual Operant conditioning Modeling can be observed in When observing someone else NOT punished for a behavior leads to When observing someone else punished for a behavior leads to Creates an increase in frequency of behavior using Creates a decrease in frequency of behavior using Lack of punishment leads to Response Disinhibition Reward Punishment Response Inhibition Observation of punishment leads to Positive reward increases the likelihood of A student begins to desire his/her goals in order to make a good impression Performance Goals Initiation Mastery Goals A student begins to desire his/her goals in order to master new skills

17. Thank you Any questions?