Behaviorism--Post #8

Consider your CSEL intervention case study.  Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case?  What are they?

Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint (you may need to Google for ideas but it's okay to just speculate based on your prior knowledge).  How do they compare to behaviorist tools?  What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management? 

Here is my case study:

You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks. You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members. Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group’s learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations.

The first step that I would take to help Lisa would be to first model successful group behavior.  This can be modeled for the whole class so that she doesn't feel singled out and because it would be beneficial for the whole class anyways.  I would pick some students that I know work well in a group and model great group behaviors in front of the class.  The second step I would take to help Lisa is to use positive behavioral support.  Using PBS would teach Lisa different behaviors to replace the inappropriate behaviors.  This encourages the right type of behavior in group work as well as encourages her to stop the bad behavior at the same time in order for their group to work together better. 

From a constructivist approach, I would have Lisa reflect on her behavior maybe by writing in a journal.  Then once she has had some time removed from the group, we can discuss her reflection.  By doing this, she can construct right and wrong behaviors by reflecting.  This is similar to behaviorism because we are still trying to address the behavior and change it, just in a different manner.  

I think there are benefits and deficits to both approaches.  They both identify what the inappropriate behavior is, but I feel like Lisa is more aware of what it is in the constructivist approach because she reflects on it.  With PBS, her awareness might not be as direct.  With both of them, the behavior will be hard to change.  PBS is a great way to work towards discouraging and replacing the inappropriate behavior.  I think behaviorism will play a larger role in my classroom management because I know more about it (I am a psychology major) and its focus is on behavior.  It provides many ways on top of PBS (applied behavior analysis, operant conditioning, etc.) to help with behavior.

Click here for helpful behavior modifications.  It goes through the steps of PBS and is very helpful.