b) Consider your CSEL intervention case study. Are there tools from a cognitive view of learning for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?
Based on the high school case study, there are tools from the social cognitive view of learning that both encourage productive behaviors and discourage undesirable behaviors. The social cognitive theory allows a perspective that may assist us in understanding what and how people learn by observing others and how, in the process, they begin to take control of their own behavior.
Considering passing notes and text messaging are problems in the classroom, once the teacher's back is turned, the instructor could utilize a points system for the whole class; for example, if all the students keep their phones off and in their backpacks, then the whole class receives a point which once (however many points necessary) will result in a pizza party or what have you. This would reinforce self-efficacy and self-regulation.
Secondly, what should have happened to enforce productive behavior (not texting and note passing, making fun of students while they present presentations, or rough-housing) is existing patterns of reinforcement, nonreinforcement, and punishment. If this had happened (and possibly these response-reinforcement and response-punishment contingencies were accessed very loosely) there would be less behavioral problems to deal with. By initiating this, we create an atmosphere designed for incentives among the students. By replacing the old atmosphere (procedures in which to deal with students that create a problem for the whole class) with a new atmosphere (vicarious reinforcement, vicarious punishment, and positive modeling) we could hope to achieve a comfortable classroom environment that students can learn in productively.
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