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Observation Learning

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Critical Thinking Activity

In a social learning situation, students behave like others because of the effect of stimulation. They tend to learn new behavior and the acquisition of the new behavior is through observing other students who will act as their model. Socialization taking place in class entails observational study (Zuckerman, 1995). This will have an effect on students' vicarious learning from self observation. This further makes the class to develop new social behavior. My goal is for each child to learn to put away a set of shared art materials after use.

The establishment of self discipline in class is related to the way students are judged in class according to their standard of value and behavior. This will help regulate what they do in class or may increase their negative behaviors. Students' conducted self discipline is one of the main objectives of moral education. It does not matter whether these students have to comply with class system in a positive or negative manner (Jaeger, 1997). It all starts with the cultivation of self discipline that is possible when their behavior changes after observing behavior of a model that puts away and leans materials after use. Students’ behavior is going to be affected positively after they realize that materials are always dirty when it is their turn to use them. During this time, the teacher should inform them that it was due to their misbehavior that makes them clean up these materials before use. But when they are cleaned and stored, they will always get them clean. These reinforcements will be called vicarious reinforcement since students will always get clean materials when they clean them up and store them. On the other hand, they will get dirty art materials when they left theirs unclean and not stored. It should be noted that student's self education through a model, is managed b the law. There is a gradual step by step growth of personality, independence and then improved gradual self discipline. The learner will get self development before they gain self governance.

Praxis II Preparation

One strategy that will help Mr. Potter in managing his class pay attention is having each student talk about what they have planned for the weekend at the beginning of the lesson. This is supposed to help the students interact socially and get everything they may want to talk about during lesson time out of the way. Since every student is given an opportunity to talk at the beginning of the lesson, they are likely to disrupt class when they are supposed to listen to the teacher (Jolliffe, 2007). If a student like Adam in this case makes noise during the lesson, the teacher would say, “you had been given a chance to talk to class already and now it is my turn, so let me be the one now and you can go back to talk to your friends about your arrangements latter after the lesson.” The teacher needs to be stressful on the student’s respect and paying of attention to the teacher just as they did when the same student had the time to talk to the class. Addressing this issue this way would be a form of punishment for the student, since there is no direct form of punishment for a student that is being disruptive. This is a form of self concept and observational learning inform of punishment.

Mr. Potter ought to know that students at this age were mostly concerned about social self or how their peers would see them (Cai, Chen & Hanming, 2007). He should single a disruptive student like Adam as an example to the rest of the class. When telling a student that they need to be respectful, he will be showing the rest of the class that a student among them is behaving poorly. In this case, the disruptive student is used as a model to the rest of the class as a means of observational learning for class management. Another form of class management is for Mr. Potter to attentive schedule of the call in the class on the front board. Writing assignments on the board will enable the students to be alert of what is going to be asked of them next. It also allows students to prepare themselves thinking about the topics that will be covered later in the class. Being well informed as to what they are going to face, it reduces the chance of disequilibrium and to have a successful learning situation. In an event that the students don’t have the knowledge of what is going to be expected of them within the class, they would become confused when new topics are addressed. Student’s need should be understood in order for the students to have a clear understanding of what is expected of them (Wajnryb, 1992).

The other observational learning includes letting Mr. Potter ask students participate in brain storming questions. When a student is disrupted when in the process of answering, they are likely to have missed a question because they could not hear a question due to noise. In response to this, the teacher should use the analogy of this action to teach the class how to properly respect and give other students time to participate. Mr. Potter should reply, “So you could not hear the question because other students were talking when it was your turn!….I would like to see a situation when you talk while others are supposed to listen to questions” This will enable observation learning to express to his learners how to behave properly when others are talking (Jolliffe, 2007).

Finally, observation learning and punishment as have been described above, would help reinforce students’ behavior and thus Adam would be disciplined by observing his social behavior in relation to class action.

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