11.16.2011

November 16th, 2011 (#2)

William Ury:
The Walk From "NO" to "YES".

In the later half of today's class we watched a clip from what I am assuming was a "TED" talk, in which a man named William Ury was speaking to his audience about Abraham's path and it's significance in regard to peaceful negotiation and hospitality. 


Years ago he was told by naysayers, "you can't walk Abraham's path, it crosses too many borders." To them he said, "we will see." And so, Ury (and friends) traveled across the world and set out on a mission to chart and travel that very path which they were told they couldn't walk. And they did it! Along the way, they found that the people of the villages they crossed through were so welcoming, so inviting, so giving.. they would take the travelers into their homes, feed them, give them food and water, allow them to spend the night.. you'd NEVER see that in North America, and frankly, if someone asked me to rest at their house I would be deeply afraid. 


Today, because of Ury's excursion, people all over the world who, for whatever reason, cannot walk Abraham's actual path instead hold annual walks or runs in their own towns and cities in honor of the great biblical journey.


How does this relate to negotiation you say?


Ury is a world leader in negotiation, and has been brought in to help mediate between nations and stop some of the world's most horrific disagreements. He was trained as an anthropologist (anthropology: "the scientific study of the origin, the behavior, and the physical, social, and cultural development of humans." -thefreedictionary.com), and is currently somehow involved with Harvard University, he didn't elaborate on his association. 


He talks about the "3rd side" of an argument which, in his theory, is the key component to ending a conflict. Here is a diagram of what he means. 






 According to this picture there are two third sides, Ury didn't mention this in the video (that I remember) but it seems to make sense, so I'll go with it.


a) Basically, you have the two parties involved in the dispute (first side and second side), these are the people who are arguing over whatever the dispute is about.
b) After them comes their friends, family, or other close associates (inside third side), these people are directly bias due to their relationships with sides one and two, so they will likely take sides and not contribute to solving the problem. 
c) Last, come the neighbors, neutrals, and bystanders (outside third side). These people are not directly associated with either the first or the second side, and so, they are usually not bias to the situation and in most cases can offer a clear headed solution to the persons disputing. 


As Ury said in the film, "the secret to peace is us, who act as a surrounding community around the conflict."


Also, Ury references an ancient African proverb which says, "when spider webs unite they can hault even a lion!" By referencing this, Ury is further confirming his point (people must unite in order to bring about positive change in the world). 


Finally, he speaks about something called "the balcony". He defines this as a place for reflection, and overview of a situation. So, if someone reaches the balcony he is able to clearly see all sides of the situation and create a solution based on what he sees from each side.




That is all I have for notes about that, thank you for taking an interest in my spewing of information.. it's almost over, I promise. Only two entries left (Friday's class and a final goodbye).


Sincerely, 


Natasha. <3

November 16th, 2011

The Functional Approach 
& Functional Analysis Activity.

In today's class we covered the final component of functional analysis (the functional approach), the five strategies all teachers must know! They are:

1. teach desirable behaviors. The teacher must attempt to instill desirable behaviors into her students, so that they have an alternative to harmful behaviors.  

2. consistently reinforce positive behaviors. The only way a trait can be deeply instilled into a student is if the teacher constantly reinforces it's importance to the student. 

3. have a predictable classroom routine. Predictability helps to reduce a student's anxiety. If he knows what will happen in class, the routine, he will feel better prepared and better equip to handle it. 

4. provide frequent opportunities for student choice. When a student is given the opportunity to choose for himself, he may feel more in control of the situation which can serve to decrease stress or the feeling of helplessness. 

5. adapt to support academic success. Every student deserves to succeed. Students learn at many different levels, and in many different ways... so the teacher must adapt her lessons to suit the majority of students, as opposed to only one learning type or one intelligence level. 


Functional Analysis Activity

Q: "A student in your class, Cody, refuses to do his desk work. What is a possible purpose or function of this behavior? Please suggest an alternate behavior he can learn or adopt to meet this purpose or function."

A: Cody could be struggling in another class, and unable to focus on his work in my class because he simply can't get the other class off his mind. Maybe he feels that his refusal to complete the work I've assigned him is a "cry for help"; a way to express his situation without just coming out and saying it. I would suggest that he not worry about the work I have assigned, and instead, go home after school and focus solely on the class he is having problems with. Obviously, I wouldn't encourage he do this every night, but for this one night only. In the future I might suggest he complete his homework or studying from that class first, and then move onto whatever I have assigned. This way he can feel less stressed because he will know it is done and he has spent sufficient time on it. 

A lot of teachers would not encourage this, as they assume their class is number one on every student's priority list; however, I realize that some teacher's idea of "study time" or "homework time" is totally unrealistic, and a student may not have time to complete everything that every one of his teachers has given him that night. If a student of mine could present me with a believable reason as to why the homework I assigned was not able to be completed, not "dog ate it" or "I fell asleep", I imagine I would understand and either extend their due date until the next day, or give them another assignment to do to make up for it. I don't picture myself being a very strict teacher. As I see it, if my students are respectful of my classroom, interested in learning and usually punctual but have a legitimate reason when they are not.. I won't see a problem with giving extensions occasionally. 

In Cody's case, if he explained his situation to me, and was normally a exemplary student, I would definitely try my best to accommodate his situation. 


Yet again, I realize this has been a somewhat short entry, but there is another one coming right away! Thank you for reading :)

Sincerely,

Natasha..

11.15.2011

November 15th, 2011 (#2)

A Functional Approach

In the second half of yesterday's class we discussed the "functional" approach, which is, as Dr. Nellis said, an "improvement upon the traditional operant conditioning approach". 

The functional approach deals with the "why" of a situation or behavior.. 

Why is the student acting this way? 
Why does he or she feel the need to act out?

The functional approach also allows the teacher to provide something called "Positive Behavior Support". Basically, this means that after the teacher identifies the purpose of the behavior (or the why) he or she may then provide the student with alternate ways to achieve the same purpose or fulfill the same need. 

Examplea student is being rowdy in class because he is having troubles at home, instead of being disruptive in class the teacher may suggest that when he is feeling like he needs to act out he go see the councilor instead of coming to class. 

As I have briefly stated, before the teacher can provide positive behavior support he or she must determine the other variables. This is called "functional analysis" and it's as easy as:
A- antecedent (what happened before the incident),
B- behavior (what the student is doing in response to the antecedent), 
and C- consequences (what is going to happen as a result of the student's behavior).

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Operant Conditioning vs. Functional Approach

The main difference between these two approaches is: 

with operant conditioning, the teacher is solely focused on the student's behavior with no regard whatsoever for it's causes. If a student misbehaves the teacher simply punishes his or her for acting out; whereas, with the functional approach, the teacher asks why the student is misbehaving and provides solutions. The teacher shows that he or she appreciates the student's situation as opposed to simply punishing him or her without considering the why

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Yet again, thank you for reading! Only 3 posts left and then it's over! 

Sincerely,

Natasha!

November 15th, 2011

Operant Conditioning Continued...
B. F. Skinner

Yesterday in class we reviewed operant conditioning, and were asked to write down an example for each method (positive reinforcement, negative reinforcement, positive punishment, negative punishment). Since I have already gone over operant conditioning, in my last post, I will skip strait to the examples I came up with:


Positive Reinforcement-- teacher sees student behaving in a way which is desirable and gives student a gold star. Teacher knows that other students will follow suit in hopes of receiving a gold star. 

Negative Reinforcement-- teacher sees that tasks are being completed on time, so teacher stops nagging student.

Negative Reinforcement (2)-- teacher receives student's work early, so teacher excuses student from next assignment.

Positive Punishment-- teacher sees student being off-task and gives him or her a lecture. Teacher hopes other students will stay on-task to avoid being lectured. 

Negative Punishment-- teacher sees student misbehaving and takes away his or her playground time. Teacher hopes other students will behave for fear of losing their's too.  


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I realize this post is fairly short, but I will be writing another post right away due to the fact that...  yesterday we moved into a new approach and I would like to talk about that approach in its own post. 

I would once again like to thank whoever is taking the time to read my posts.. it's hard to believe that this assignment is almost finished.

Sincerely,

Natasha. 

11.11.2011

November 11th, 2011

I would like to start off by saying thank you to all the soldiers 
who have served or will in the future serve to protect and maintain our freedoms! 
A special thank you to my grandfather Joe MacLellan, who is a retired soldier of the US Navy. 

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This post goes back to November 7th, yet again.. sorry for the late posting, but life happens and being a college student is proving to be harder than I was prepared for! But enough about me, let's talk about Mr. B. F. Skinner and his idea of operant conditioning. I believe this 6 minute clip from The Big Bang Theory pretty much covers the basics, so let's start off with a giggle.. and please don't take the discovery at the end in a bad way! 

Sorry, blogger wouldn't let me upload the video, so I had to post the link. 

Anyway, onto B.F. Skinner: 

(to the left is a sketch of Mr. Skinner) ----->

There are 4 types of operant conditioning, they are as follows:

Positive Reinforcement: giving students feedback or awards based on their good behavior with the intent to increase it. 

Negative Reinforcement: the teacher stops nagging the student because the student has proved they can be trusted to do things without being asked and reminded.  

Positive Punishment: the teacher openly reprimands the student for bad behavior with the intent to decrease it. 

Negative Punishment: taking something away from the student based on their bad behavior (ex- recess).

I should elaborate on the names...

if the teacher is intending to:

decrease behavior --> punishment 
increase behavior --> reinforcement

something is added --> positive (+)
something is taken --> negative (-)

**positive reinforcement DOES work, and is the most successful of the four**
you get more bees with honey


That's it for this blog, thanks for your time.. only two or three more entries and it will be all over!

Sincerely,


11.10.2011

November 10th, 2011

John Hunter



This blog goes back to Friday, November 4th's class. I apologize for the late entry, this past week has been crazy. I worked everyday from Friday to Tuesday, and had a final exam on Tuesday afternoon. But enough about that.. let's talk about Mr. John Hunter!


So in Friday's class we watched a recording online from a conference called a TED Talk ("TED" stands for "Technology, Entertainment and Design"). The man speaking's name was John Hunter, a public school teacher from Virginia who had created something called the "World Peace Game" for his grade 4 class. Below is a picture of some students playing the game, which consists of unnamed countries (the students pick their countries and assign them names).. for each country there is an executive (president, vice president, etc.). With the game comes a workbook which contains 50 crisis' that the students must work through. 






Here is a video of John Hunter explaining the game (I imagine his explanation is better than mine):



"The World Peace Game is about learning to live and work comfortably in the unknown."
- John Hunter
In the video, Hunter claimed his 4th graders "solved global warming in 2 weeks". That is amazing considering how long it has been going on in real life, and the fact that trained scientists are still looking for ways to slow down the effects.. that's right, not SOLVE the problem, just SLOW DOWN the effects. Maybe they should get some advice from these 4th graders!

Later in class,Dr. Nellis, our professor, gave us an invitational statement, he said: "share your thoughts on adopting student centered work (such as the World Peace Game) in your classroom."My reply-- I love the fact that Mr. Hunter is allowing his students the freedom to make their own decisions and learn from them. I agree with him that students will learn more if they are allowed to discover things for themselves. However, I do feel that an activity which gives the students too much freedom can go bad very quickly, and leave the teacher with no authority in the classroom because the students may feel like they are the bosses. I believe, like most things in life, there needs to be a balance in the classroom between the students and the teacher. Dr. Nellis also gave us a "provocation" statement which read: "umm... in case you didn't know, building world peace is beyond the curriculum outcomes of the K-12 classroom!"My reply-- I dislike the fact that someone is allowed to dictate what students should and should not learn in school.. yes, there should be a minimum requirement, but a maximum? I believe that students should be allowed to soar as high as is attainable for them, and to have someone saying "that is not within the curriculum".. really?! I'm sorry, but in my opinion that is just wrong. 


Thank you for your time, and peace :)Sincerely,Natasha.


p.s. this blog is almost at its end... the last blog will be November 18th, so sad it's ending, but I would like to thank Dr. Nellis for allowing us, the students, this learning experience. 

11.04.2011

November 4th, 2011

The F.A.T. City Workshop Film: Day Three &
Class Discussion: Differentiating Instruction



In Wednesday's class we finished off the video F.A.T. City Workshop, and began to discuss the concept of "differentiating instruction"

F.A.T. City: How Hard Can This Be?!?

basically, Richard D. Lavoy, the man who was conducting the workshop, ends off the film by referring to Lawrence Kohlberg's idea that "children learn by seeing and hearing what we, the adults in their lives, do and say"...so lead by example.

Lavoy also brought up the concept of "fairness" in the classroom, what he defined as: "everyone gets what he or she needs". 
           He used the example of a teacher saying, "I can't help this student because it wouldn't be fair to the others." Obviously, if a student requires extra help that is a NEED not a WANT, and it is in no way unfair to the other students for that student to receive it.. 

"It's not about changing the student, it's about changing how we teach the student!"
this leads into the next portion of our class......

Differentiating Instruction



DEFINITION:

the teacher modifies the content, process, and product 
through student readiness, interests, and learning profiles

                                  - Carol E. Tomlinson. 




content: curriculum 
process: what the student does
product: what the student produces. 

Types of Learners:

Although there are many types of intelligence.. there are only three types of learners:  



and that's where we left off last class... 

I would once again like to thank those who have kept up with my entries, I know psychology isn't the most interesting thing to everyone, although; I love it.. I am headed to class in about an hour, so expect a new entry late tonight (I work until 11pm). 

Sincerely,

Natasha. 

11.02.2011

November 2nd, 2011

The F.A.T. City Workshop
part two of two

 

This post goes back to October 31st, sorry for the late entry.. life gets hectic sometimes!

So as you can probably tell from the title, this post is the second of two entries to do with the "F.A.T. City Workshop". The video is about 70 minutes long, so it took us 2 and a bit classes to finish it. In this particular class we learned about:

The Four Main "Mistakes" Which Teachers Make:

1. they say "look harder". - when saying this what do teachers really expect the student to do?? I don't understand.. are they assuming the student didn't look "hard enough" in the first place...? It just seems redundant. 
2. the use bribery. - this actually does work, sometimes.. but you shouldn't have to bribe your students to do their work, they should want to do it. This technique can also be called "positive reinforcement", because the teacher is "adding something" (or at least that's how I remember it from grade 11).
3. they take things away. - like bribery, this technique can sometimes work.. like for example when you tell your child if they don't behave they wont get a snack.. it usually works, but obviously you can't threaten your students like you would your child. This is also called "negative reinforcement", because the teacher is "subtracting something" (yet again, just my memory from Psych AP in high school).
and finally, 4. they "blame the victim". - some teachers tell the student they "aren't motivated/aren't trying"... no offence to the teacher, but how exactly does he or she know what is going on in the student's head.. this is just plain ignorance. 

Learning disabilities are about perception!

  • learning disabled children often get into trouble and have no idea what they did wrong, because the teachers don't tell them.. they assume it is obvious. 

In Psychology 35 AP, in high school, we learned about something called "tip of the tongue phenomenon", it sounds very similar to a "problem" we just learned about in Ed. Psych. called "dysnomia". Both disorders cause the subject to have problems retrieving specific words from the "word bank" in their brains. So, I wonder, are they the same thing or maybe slightly different?


Associative Tasks vs. Cognitive Tasks 

  • Associative Tasks: people can do 2 or more "associative tasks" at once.
- associative tasks can include: driving, talking... anything that does NOT take full concentration. 
  • Cognitive Tasks: people can only do 1 "cognitive tasks" at a time. 
- cognitive tasks can include: driving in a snow storm, writing a test... anything that DOES take full concentration. 


I would like to close this entry with a question:

In your opinion, should children with severe learning disabilities be integrated into classrooms with children who learn "normally", or do you think this integration will cause more problems than possibilities?