and provide encouraging feedback substantiated by success
Teachers must be incredibly specific in the feedback that they give children. The default is to tell a student that they did well for getting the correct answers. However, students that give wrong answers but worked incredibly hard to get there deserve praise for their process and work ethic. This is the praise that promotes a learning mindset and sets them up to grow as students.
Students with an entity theory believe that ability is relatively fixed and unchanging over time, whereas those holding an incremental view believe that ability can be improved with effort and learning.
Are these philosophies a result of the students own thinking, or how they have been taught to think? I believe that children who struggle more academically are more likely to believe that their learning abilities are fixed and unchanging because it can justify a quitting mindset. Students who pick up on new tasks easily are more confident in their abilities to adapt and change.
self-efficacy and self-regulation are key processes that affect students’ learning and achievement.
How can we raise a generation of students that have this kind of self motivation? I think previous generations have struggled with these because they have been indoctrinated with an automatic fear of authority and will quit before standing up for themselves/stating their needs.
Like a good tutor, the machine insists that a given point be thoroughly under- stood, either frame by frame or set by set, before the student moves on
It's incredibly important for students to understand the small frameworks that build up to form new concepts. If students can understand each underlying piece, the overall lesson will make more sense and they'll be able to explain their knowledge and retain it. I chose an English standard regarding pulling quotes from texts and applying them, but before they can do this, they must understand how to read, how to choose significant words, and how to apply these quotes to what they are trying to express.
They were to be used after some amount of learning had already taken place elsewhere.
I once had a teacher who had previously taught in India and he often said "when we want an elephant to gain weight, we feed it more often, not weigh it more often." This really resonated with me as a metaphor for how students in America learn. Systems like this promote good test scores over actual learning and public schools have issues with over-testing their students.
The student is becoming more ,~nd morrx a mere passive receiver of in- struction.
I feel that this is one of the most powerful statements in this reading. It really resonated with me because I often feel like a passive learner. It's difficult for students to be engaged in learning if they are constantly being taught with the same methods day to day. Audio-visual aids are not necessarily the problem, it is, instead, the overuse/monotonous use of them. Do you think this could be applied to other teaching aids if they are overdone?
Many classroom teachers mistakenly believe that negative reinforcement is punishment administered to suppressbehavior; however, negative reinforcement increases the likelihood of a behavior, as does positive reinforcement.
I think this is a really important distinction that can be applied down to microlevels! Negative does not have to imply "bad", but instead simply an absence of something. This can even be applied to our selected standards, whether a student has positive or negative skills in that area. I think this eliminates the sense of hopelessness.
Skinner believed the habits thateach of us develops result from our unique operant learning experiences (Shaffer, 2000)
I find this interesting because we are not always conscious of our learned behaviors. We steer clear of certain things because they have previously produced bad results, and I think this probably contributes to why students end up hating certain subjects. When they receive poor marks, they are reluctant to try again and will instead avoid the subject.
He noticed that the dogs salivatedshortly before they were given food. He discovered that when the bell was rung at repeated feedings, the sound ofthe bell alone (a conditioned stimulus) would cause the dogs to salivate (a conditioned response).
I've heard that our heart rate increases prior to physical activity as a conditioned response. Our body knows that it's going to need to perform respiration more quickly, so it gets a head start. I'm not sure if this is truly a conditioned response or a natural phenomena.
he desired response must be rewarded inorder for learning to take place (Parkay & Hass, 2000)
Is this a necessity? I feel like personal satisfactin could also be enough. How does this compare to negative reinforcement for wrong answers? I'm aware that studies have always pointed toward positive reinforcement being the most beneficial, but this is an area I could delve further into.
thus, it isactions, rather than thoughts or emotions, which are the legitimate object of study.
Are thoughts not the driving motive behind behavior? I feel like it would be valuable to know someones internal motivations in order to compare them with known psychological patterns.