Entry #2: Behavioral and Social Theories of Learning

 Dear Diary,

    This week's entry focuses on behavioral and social theories of learning. As defined in the reading, learning does not include changes through development, or naturally occurring reflexes or responses. It is suggested that learning occurs based on our reactions through experiences, noting that reactions can be unconscious or involuntary (Slavin, 2020). Learning can take place in a variety of forms and environments. More intentional ways include students acquiring knowledge in classroom settings (Slavin, 2020). As teachers, it is important to understand that students are learning at constant rates. We should be supporting them in how to use certain information and skills in their daily lives (Slavin, 2020). Some of what we learn can be explained through behavioral learning theories. Ivan Pavlov and B.F. Skinner are two researchers who have helped us further understand the correlation between actions and reactions. 

        Classical Conditioning, defined by Ivan Pavlov, explains how we react to certain stimuli without any prior conditioning. In this case, the stimuli and responses are both known as unconditioned. However, when a neutral stimulus (an object not related to the stimulus that caused us to naturally react), becomes associated with that unconditioned stimulus, then our response becomes conditioned, or learned (Slavin, 2020). B.F. Skinner is responsible for the theory of Operant Conditioning, which focuses more on behaviors and consequences (Slavin, 2020). This theory states that behaviors followed by enjoyable consequences are more likely to be repeated, the alternative to this is behaviors followed by more unpleasant consequences are less likely to be repeated.

    Timely consequences are more effective when immediately followed by the behaviors (Slavin, 2020). Within consequences, there are two categories: reinforcers and punishers. A reinforcer is defined as "any consequence that strengthens (that is, increases the frequency of) a behavior" (Slavin, 2020). An example of a positive reinforcer in school settings would be earning a reward or some sort of recognition for good grades or behavior. Negative reinforcers are "escapes from unpleasant situations", for example, relieving a child from cleaning their room if they complete their homework (Slavin, 2020). Punishers are consequences used to lessen or eliminate a behavior. It is believed that many students will benefit from the technique of shaping. According to Slavin (2020), shaping is defined as "reinforcing the many steps that lead to success."

    Regarding behaviors and consequences, the text suggests that what occurs before the behavior is equally as important as the consequence. For example, using subtle hints or cues before a behavior takes place can be effective, especially when attempting to prevent undesirable behaviors. 

Reflection

    Although I am in my 9th year as an educator, much of what I have learned in terms of how to improve my practices and interactions as a teacher has been so beneficial to me. Everything has either served as new insight, or as important reminders for the strategies I once implemented on a consistent basis in the classroom.

    A few things that have resonated with me are the behavioral and social learning theories. An example of how to relate Classical Conditioning to my experiences in the classroom is when students earn PBIS points. While they cannot see me physically awarding points, there is a chime that plays indicating to students that someone has earned rewards. The students who are off-task in the moment will then try hard to focus and improve their behaviors in hopes of earning points for the next round.

    I have also learned is that there are two types of consequences, without realizing I have actually used both in my own classroom. I have implemented positive reinforcers to maintain or increase good behavior, while using negative reinforcers to bargain with students for the same reason. Punishments are a consequence too, however, are effective when trying to decrease a behavior.

    One way I will improve my practices as a teacher is to proceed with caution regarding generalization. It is not a wise practice to assume that a student who behaves at home, or even in another classroom will exhibit those same behaviors in every setting. Modeling is an effective way to encourage ideal behaviors, which according to Albert Bandura, occurs in four phases:

-Attentional: meaning students pay attention to, and mimic who they view as role models.

-Retention: meaning as teachers, we need to model the behaviors we want students imitate.

-Reproduction: meaning students will actually try to duplicate the behaviors.

-Motivational: meaning students will model the behaviors to please the teacher, and receive praise or rewards.

I believe many of the theories and strategies included in this week's reading relates to last week's regarding what is required to become a good, intentional teacher.

Reference 

Slavin, R. E. (2020). Educational Psychology: Theory and Practice (13th ed.). Pearson Education.