Chapters 9 and 10- EP 401- Gabrielle Ambrose

A) Successful of mastery of lesson objectives from a behavioral view of learning could include many elements in my classroom. First and foremost, expected terminal behaviors must be discussed at the beginning of the lesson and students must exhibit these behaviors throughout the lesson. Secondly, the teacher must monitor student progress throughout the lesson to see if positive reinforcements or punishers are benefitting students. If using a punisher, they must respond and lessen inappropriate behavior. Also, if using a contingency contract for an individual students, take anecdotal data during the lesson to see if behaviors are improving. Cueing students, such as a stern look or a gesture, may be necessary during the lesson and if they respond, they are paying attention to the lesson and mastering lesson objectives.
After reviewing background knowledge on the topic of the lesson, students may be given simple problems to complete and then the teacher may give them more difficult problems to solve- this may incline students to be willing to do the more difficult problems. This is referred to as Behavioral Momentum.

From a social cognitive perspective, successful mastery of lesson objectives are quite different from the behaviorist perspective, but may include many different elements.

To master lesson objectives, students must participate in collective self-efficacy, which entails learning from others during group discussion through cognitive modeling, modeling and live models. Students must also apply self-efficacy to their learning when doing tasks such as independent work. Applying self-efficacy to their learning involves: setting goals for themselves, putting forth effort towards the assignment and through paying attention during class and elaborating their knowledge during discussion and homework/classroom assignments.

Last, students must apply self-regulation to their learning through emotion regulating (controlling their feelings towards their classmates or teacher), providing self-instructions (reminding themselves of appropriate actions to complete a task), self-monitoring (checking their progress toward their individual goals), and self-evaluating (looking at their own behavior and judging it).

B) CSEL Case Study

I have chosen the Elementary case study.

From a behavior perspective many tools could be used to mold the behavior of Lisa and her group of friends that are disrupting the rest of the class. To encourage productive behaviors, group contingencies and a contingency contract may be beneficial for the whole class and for Lisa as well. This would help the whole class to feel accountable for their actions and the contingency contract would help Lisa to feel ownership towards her behavior and towards her academics. An Applied Behavior Analysis may also be beneficial for Lisa because it seems that there is a specific reason as to why she is exhibiting certain inappropriate behaviors. Therefore, finding the reason for the behaviors may help to lessen or even extinct her inappropriate behaviors. To discourage undesirable behaviors, immediate reprimanding for the whole group of disruptive students and time out for Lisa may be effective for her and the whole class.

From a social cognitive perspective, the contingency contract is a great way for Lisa to apply self-efficacy and self-regulation to her behaviors and academics. Through the contingency contract, Lisa will be able to set goals for herself, using self-monitoring to check her progress and she can also use self-evaluating to make sure she is on the right track to achieving her goals.