Wolford Free Response for Ch. 9

In Chapter 9 I really liked the focus on the assumptions of behaviorism. Unfortunately so many teachers pick out that one child that they feel is continually a trouble-maker, and calls them out continually in class. However, if the teacher would consider more educational implications, he/she could possibly prevent some of those problems. For example one of the assumptions I found that Child and Family Studies continually hit on is the environment around the child. For example, if a child is continually getting up out of his/her seat and running around the classroom, or gets up a lot to go to the activity center next to him/her, then maybe the teacher should consider the arrangement of the room. Is the child sitting near to the teacher so that they can give the child reminders or help when needed? Could the activities be moved away from him/her so that the child is not distracted by the materials? There are so many ways to prevent this behavior.

I really found interest in all the types of reinforcers. So often we feel that we are reinforcing a behavior, but then when you really look at what you are using as a reinforcer, it does not even relate to what the child really needs. For example as the book discussed using trophies as a reinforcer. Although coaches think that a trophy makes a child want to try harder, they do not really satisfy a physiological need. Therefore, as future teachers and parents we need to realize the difference in positive and negative reinforcers, and how to make sure the reinforcers we use are positive ones that relate specifically to the behavior or needs of the child. So often I find myself using reinforcers with my little sister, and I continually wonder why the majority of the time they do not work, well it is because they have no relation to the behavior I am wanting to reinforce.

Thirdly in chapter 9 the focus on feedback was very relatable to me as a future teacher. While reading it I thought to myself I wish some of my teachers would read this section. So many times they give so much feedback without getting to the point, that I get confused and lose focus. Also another thing I thought of while reading this section was how when you provide to much feedback for a child, not only can it cause them to lose interest, but if you point out a lot of negative without an equal amount of positives, then the child may feel as if they are not capable of completing the task/assignment as well as the teacher wants them to, which can cause a lot of harm to the child’s confidence in the classroom.