Ch. 9 Learning Log

What?
In this chapter there are basic assumptions of behaviorism. The people’s behaviors are largely the result of their experiences with environmental stimuli. Learning can be described in terms of associations among observable events—that is, associations among stimuli and responses. Learning involves a behavior change, and learning is most likely to take place when stimuli and responses occur close together in time.
There is some classical conditioning which involves classical conditioning of emotional responses and common phenomena in classical conditioning. With in the phenomena there is generalization and extinction. When doing reinforcement in the classroom there are primary versus secondary reinforcers, positive versus negative reinforcement, importance of timing, and role of motivation.
The effects of antecedent stimuli and responses are cueing, setting events, generalization, discrimination, and behavioral momentum. We need to make sure that we try to reduce and eliminate undesirable behaviors. By doing that we need extinction, cueing inappropriate behaviors, reinforcing incompatible behaviors and punishment. It is very important to know how to address especially difficult classroom behaviors.

So What?
It is important to know the different between the different times of reinforcement and what punishment is. Teachers need to not always use punishment on their students. It works good if they use negative reinforcement more than just using punishment. Since reinforcement is the hardest to understand, so teachers need to be careful in knowing how to use it properly. Teachers need to take away something positive to help control their classroom behaviors.

Now What?
Knowing these different types of punishment and reinforcement will help me in knowing how to handle my class better. Teachers need to be careful in thinking that they should just always reward their students. If teachers continue to give their students rewards in order for them to do their homework, the students will not do homework without a reward. We as teachers need to be careful to not handicap our students by rewards. We need to have them see a reward by the grade they get and by feeling good knowing they did well.