Monthly Archive for December, 2008

Freed kids and behavior mod

People, including B. F. Skinner, often talk about the philosophical proposition that operant principles reduce humans to animals whose behavior is determined by features of the environment, denying the be-loved construct of free will. For a variety of reasons (just one here: Read Dan Wegner’s excellent The Illusion of Conscious Will), I am pretty well convinced that those principles of stimulus control, reinforcement, punishment, shaping, and etc. explain great deal—even virtually all—of human behavior.

Mayhaps in another series of posts, I’ll write about the freedom-determinism question, but in this post I’m going into a simpler concern about freedom: Allowing children the freedom to do things on their own. If children are denied the opportunity to function in free-operant situations (i.e., those enviroinments where many different behaviors may occur and repeated), it will be very difficult for them to learn contingencies that exist in those environments.
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Consistency in discipline

Over on Cal Teacher Blog, there’s a good post about classroom management. Under the title, “Mean it,” Cal explains that he follows through on his rules and does so in what appears to be a matter-of-fact manner. This is good advice.

When I tell my students they must arrive on time for class and that I will send them to detention when they arrive late I have to mean it. Then, when a students comes nonchalantly strolling into class two minutes after the tardy bell rings, I have to actually send them to detention. I can’t express enough how much I HATE when a student sits in detention and not in my class learning and doing. Unfortunately, it is in the best interest of all of my students that when one or two of the students are tardy that they pay this penalty because it really does encourage the other students to arrive on time.

In my class, I stress to students that consequences must be administered contingently, consistently, and immediately. Cal Teacher’s clearly doing this.

Link to the entire post on Cal Teacher Blog.

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Personality as management

Over on My Teacher Training Experience, Peter has a post about “Classroom Management.” After appropriately rejecting corporal punishing, Peter settles on the undefined asks, “How do you control a classroom?” without corporal punishment. His answer: personality.

Well, there are a few different ideas and strategies. My personal idea on it, is to use your personality. I’m quite a casual and informal person, but I draw the line at a very defined point.

I suggest that’s either (a) a misdirection or (b) a misunderstanding. Why would I say a “misdirection?” I see a misdirection as a recommendation that unwittingly takes one away from the actual answer to original the question. For example, if a beginning reader needs help with reading the word “hat,” it would be a misdirection to use as a hint, “Think of the things that people wear to cover their heads”; such a hint takes the student away from the fundamental strategy of decoding the word.

A “misunderstanding” is simply that one doesn’t have the background knowledge to assess the situation. It is as if one doesn’t even know how to decode—doesn’t have sound-symbol relationships and know how to blend one sound into another or to collapse a stretched-out pronunciation into a word said at a normal rate of speech. Often, in my interpretation, when one misunderstands, she grasps at misdirections.

When one misunderstands, one might think, “Oh, wait. I don’t have a well-developed answer to this question, but I have to say something. I don’t really have a properly reasoned response that’s based on scientific evidence, so I’ll make a general answer that is general enough that it is plausible it might include an answer that’s closer to the fact. Uhhh, how much is 2 + 2? It’s a number.”

The bad news? If one succeeds with such an answer, is not required to refine it (“Yes, it is a number, but the answer to ‘how much is 2 + 2′ is ‘four’; how much is 2 + 2?”), then is more likely to give the misunderstanding again (i.e., it is reinforced) and continues to spin up nebulous, misdirected answers.

To his credit, Peter comes closer near the end of his post. Read it and see if you agree.

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