Responses to Case Studies Module 9

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Jan 9, 2024

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Course: EDP 400 Unit 3: Learning Theories Case Studies Middle School: Study Hall Connections o 1. One connection I made while reading was at the beginning of the module when Durwin talks about observational learning. In the case study we see the interaction between Mr. Havel and Jamie. Jamie has been struggling in Math recently, but he looks forward to spending time with Mr. Havel working on his English. Mr. Havel and Ms. DeBrick came up with a plan that would give Jamie the most help possible in order to improve his math grade. We saw at first that Jamie was resistant to the new plan. He forgot his math worksheet the first day and always wanted to switch the subject back to English. Mr. Havel had to put his foot down and say that he wasn’t going to help him, unless it was with his math homework. Jamie quickly realized that he needed to focus on his math during study hall and he was able to work with Mr. Havel and improve his grade. I thought that this situation was a good example of observational learning because he was able to observe Mr. Havel’s actions in study hall to change his behavior. He saw Mr. Havel threaten to take away something that Jamie enjoyed. Jamie then realized he had to behave in the correct way in this environment to get the things that he wanted. Jamie hopped on board and Mr. Havel was able to give Jamie some time at the end of class to talk about his English work. This behavior also resulted in a grade improvement in math. o 2. Another connection I made was during the section of the module where Durwin talks about environmental characteristics. We saw a very similar situation to what I mentioned above with the Math and English situation involving Mr. Havel and Jamie. We saw Mr. Havel use vicarious reinforcement and punishment to get Jamie to do his math homework in study hall. Mr. Havel is reinforcing the behavior of Jamie doing his math homework by working with him for a longer period of time as well as repeatedly stating that he needs to do that instead of his English homework. He also uses vicarious punishment by taking away that extra help when he doesn’t bring his math work with him to class. Mr. Havel walked around helping other students and that positive time spent with Mr. Havel was taken away from Jamie, motivating him to focus on math. o 3. I also believe that in the case study both students use self-regulation. Both Jasamine and Jamie used the three steps of self-regulation to change their behavior and improve their grades in math and English. They begin with self- observation, where they have to take a look at their own behavior and see what they’re doing wrong. They realized that they weren’t using their time in study hall as effectively as they could. They move on to self-judgement by comparing their own performances in class to the standard being set for them. They know that they
could be performing better, and they see that the get great grades in other classes. The teachers also help them and let them know that they can do just as good as they do in their other classes if they apply their time right in their respective study halls. Finally, the two students use self-evaluation by responding to the discipline given to them in their study hall class. We see that this reinforcement of taking away what the student usually does during their study hall gives them time to reflect on the punishment and realize that if they jump on board, they will begin to see an improvement and get their free time back to do what they want. We saw that with Jamie, because once he is able to realize that he does need the extra help in math he is able to bring his work without having to be told. He does the work, improves his grade, and at the end of class, Mr. Havel is still able to talk about English with him. o 4. I also noticed that in the case study it looks like Mr. Havel was a role model for Jamie. I took away from the reading that Jamie enjoys his time spent with Mr. Havel in both study hall and in English class. Jamie looks forward to seeing him throughout the day and his conversations have a lasting impact on Jamie and his behavior throughout the case study. This stuck out to me because I was able to connect Mr. Havel as a live model for Jamie. Jamie can watch and observe the things that Mr. Havel does directly to decipher which behaviors are right and wrong. When Jamie was rewarded and able to see positive behavior from Mr. Havel, he was more motivated to continue imitating those behaviors and improve his math grade dramatically. o 5. We also see collective and teacher efficacy come into play during this module because we see both Mr. Havel and Ms. DeBrick believe in their plan’s capability. They both know they’re knowledgeable enough in the other’s subject to be able to help Jasamine and Jamie do better in their classes. They were able to be present with these two students as well as still being able to help and attend to other students that were in their classroom at the time. Their high teacher efficacy results in both students trying to model or imitate their teacher’s behavior and imitate that teacher’s positive behaviors, ultimately improving their grade. Module 9: Reflect & Evaluate Responses: o 1. The modeling behaviors that were important for Jamie to complete his math homework would have to be where Mr. Havel gets stern with him and tells him that he is not going to talk to him about anything other than his math homework from now on because he needs to improve there. This in turn motivates Jamie to bring his math work with him to study hall every day, that way he can get extra help from Mr. Havel to improve said grade. He ended up being able to improve his math and work with Mr. Havel on his English for the last few minutes of class. In Jasamine’s case, we saw her respond in a positive way to the extra attention from Ms. DeBrick. This behavior resulted in her being more motivated and wanting to complete her English assignments once she is given a couple examples to get her started. Her motivation is also carried over into class because now she is
paired with another student who is more advanced in English. This attention will help her get started while Ms. DeBrick is helping other students in her class. o 2. I think that this plan could still work if the genders were opposite. I believe that there are a few variables that would affect the success of the experiment though. For example, if Mr. Havel was a girl, the tactics and behaviors used to motivate Jamie would have to be different. She may have to motivate Jamie in a different way or work harder to get Jamie to improve his grade in math. She would have to find different ways to relate to Jamie and get him to realize which behaviors he should imitate. Both teachers could also use those reinforcements and punishments to get Jamie and Jasamine to look back at their behavior and realize that they need to change in order to do better. It would just depend on the teacher’s efficacy as well. If the teacher was able to be confident and able to relate to students of the opposite sex then the student will realize they don’t have any disconnect as far as the understanding goes. I do feel like this case study was more beneficial to each student since their teacher was the same sex as them. I believe that the behaviors are easier to imitate because they are imitating someone who is also a boy or girl. We saw in the reading that the Bobo experiment proved this. The younger boys who watched the adult male act aggressively towards the doll were more likely to use that aggression when they were left alone in the room with the doll. We didn’t see the same thing when a young girl watched the adult male act aggressively towards the doll. o 3. I believe that it was a good idea to have Jasamine work with another student during class. I think that Ms. DeBrick was able to evaluate Jasamine to see what areas she needed help in. She realized that Jasamine was actually very good in English, she just needed help getting started. By pairing her with another student Ms. DeBrick can help other students, and still monitor Jasamine’s behavior. This is still effective modeling because now Jasamine can imitate behaviors of someone in her immediate environment, which in this case is a student who is advanced in English. This way she can imitate her peer's behaviors and carry those over into her other classes as well. o 4. I think that Jamie’s past performances in math classes may have gotten him comfortable with just letting homework go missing or past due. He could’ve received no punishment for missing work, therefore making him think that it’s okay to skip homework because he has still been able to get to this point doing what he’s been doing. Jasamine kind of feels like she followed the same pattern. She may have had a past experience where a teacher got her English homework started for her. She got used to having a teacher do the opening work for her and resulted in her not wanting to be the one to start her assignments herself. We saw that both of these students were more than capable of getting a good grade, but their past behaviors engrained this negative pattern into their present classrooms. They can continue these behaviors if they are constantly getting reinforcement for completing their work, as well as repeatedly stressing that they need to do these behaviors to stay successful in school in the future.
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