Chp. 10 QtCs

Chapter 10

• Which of the learning activities/skills can you think of that lend themselves to learning through modeling?

An example of this might occur during a lesson on new vocabulary. I could take one of the new words; break it into segments of prefix, root word, and suffix; and then think out loud as I walk through the steps, to something of this effect: “Ok, the prefix is ‘in-’… I know that means ‘not’…the root word looks like ‘decide’ or ‘decision’…the suffix is ‘-ive’…that usually indicates that the word is an adjective… so the word ‘indecisive’ must mean ‘unable to make a decision.’” I would then walk my students through a similar process. They would then follow the same process independently as we cover new vocabulary words each week. This is an example of cognitive modeling. During cognitive modeling, I would demonstrate not only how to do something, but how to think about doing something.

• How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

As for the 3 disruptive, senior boys, I would explain to them that their behavior is disrespectful and rude to me and to the other students. First, I would encourage them to be good examples and practice positive modeling for the lower classmen during their remaining time in the school. Seniors are looked up to, and their behaviors can have a resounding effect on the school's overall atmosphere. Then, since the former consequences have not been working, I would warn them that the next infraction would result in a meeting between them, the principal, possibly their parents, and me (rather than a detention write-up, the formerly stated punishment). I would also remind them that roughhousing is unacceptable classroom behavior, especially for senior gentlemen. Since this is a group of graduating seniors, they should be operating in at least Kohlberg’s second level of moral reasoning and have a handle on and respect for proper school behavior by this point. I would acknowledge that they must be feeling restless and excited about graduating, but that graduation is still a ways off and that their behavior now can affect their graduating. I would advise them that many schools will hold diplomas if the student has outstanding discipline issues to resolve. This warning serves as an example of vicarious punishment. The text states about vicarious punishment, “When learners see [or hear about, in this case] someone else get punished for a certain behavior, they are less likely to behave that way themselves” (Ormrod 2011, p. 327).