Module 2 third blog post

There are many different ways people develop and construct knowledge. Different kids go through different developmental changes at different times so as a result it’s our jobs as teachers to appeal to all students. One of the biggest impacts on a student’s learning is the classroom environment. Luckily this is something we can control as teachers. However it can be a challenging to find what forms of discipline your students respond best. As they go through different stages of development teachers must also adapt and use different types of reinforces. One of the most effective ways to influence all aged student’s behavior according to (Alper and Heward 1997, p. 277; Alber and Heward, 2000) “the systematic application of praise and attention may be the most powerful motivational and classroom management tool available to teachers”. By carefully selecting when to give attention and praise to students we influence them to behave properly. By being selective once praise is given it has an even stronger impact on your students. This concept is the same way inflation works with currency. If you just constantly print out and give people hundred dollar bills eventually it won’t be worth anything. This is because if everyone has hundreds of dollars available to them it won’t carry the same value it once had. So as a teacher you have to be extremely selective when you give out both negative and positive reinforcement so it will have significance when you use it. Although teacher reinforcement can be very effective in your classroom you must find other meaningful reinforces in order to further impact students behavior. This is where the response cost theory comes into play. As described by Walker, Shea, and Bauer (2004) “For certain infractions of the rules, people must lose some reinforcer-money, time, privileges”. Teacher reinforcement is great but if a student is behaving badly you need to have fair and meaningful punishments prepared to combat this behavior. The best way to find meaningful punishments is to observe what your students enjoy to do in their free time. However there are some cautions you should be aware of before you give out a punishment however. Students must be fully aware of the classroom rules and the repercussions of breaking one of these rules. Another important thing we must understand as teachers is that just giving out a punishment ineffective. This is because “It tells students what to stop doing (often they knew that already), but it does not teach them what to do instead (Kazdin, 2008). This is a crucial aspect in changing a student’s behavior because it teaches them what they can do to avoid getting in trouble again. Hopefully by reading this post you will be able to grasp a better knowledge on how to effectively impact your student’s behavior inside your classroom. If you are able to use some of the methods listed above you should be able to maintain the best possible learning environment for your class.

All information was taken out of our Educational Psychology book citation is below.
Anita Woolfolk, Alber, Heward, Walker, Shea, Bauer, and Kazdin. (2014). Educational Psychology 12 Edition.

One thought on “Module 2 third blog post”

  1. Eddie my friend, I think you did a fantastic job on this post. Honestly speaking, I think you did an amazing thing by linking the example of inflation to how often you should give positive reinforcement. This illustrates your understanding of this topic to an expert level, at least in my opinion it does. If I could suggest one thing to you to work on for next time, it would be giving a…”warmer” introduction before diving in, and double check for punctuation. Otherwise, fantastic work.


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