Module 3 Sutor

How we all process and learn information is important to understand so that we can use this knowledge to teach our students.  In chapter seven it explains different ways we process information and teaches us different strategies and tools that are used to influence people’s behaviors.  Although this information is very helpful, we must also ask ourselves how much control can we or should we have on our students.  Although it is important to understand conditioned response, punishments, positive and negative reinforcers, and ways of implementing them to handle undesirable behavior I feel that when we are using these techniques as educators, we need to make sure that we are doing more good than causing harm.  We must also look at why the student is misbehaving to get to the root of the problem. 

I found the Premack principle the “principle stating that a more-preferred activity can serve as a reinforcer for less-preferred activity” (p 273) very helpful.  Thinking back to when I volunteered in my children’s religion classes I often make the mistake of allowing the students to do the desired activity first.  Then I have to deal with trying to get them back on task and focusing on the less desirable task.  I usually get some complaints and whining as well.  I never thought much of it but after reading this section it all makes perfect sense now.  I will begin implementing this principle in my class.

Chapter thirteen about classroom management is essential to learn so that you can establish a classroom community were every student feels safe and respected.  For smaller children such as elementary students this begins with establishing a good class routine.  From my own experience children thrive on routines.  Routines help children feel in control and grounded.  When speaking to seasoned teachers they all agree that for small children routine is key.  These educators spend most of the first two weeks on teaching their students their routine such as hanging up their jackets, eating snacks, turning in homework, and participation.  Once the routine is established the rest of the year runs smoothly.  I like that Woolfolk also acknowledges the significance of routine and provides us a guide (p 515) on how to properly establish our own routine for our classrooms.