Ullah_EDUC5012_Assess 2

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Curtin University *

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EDUC5012

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History

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Dec 6, 2023

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Unit Code: EDUC5012 Unit Name: Theories of Development and Learning Uni Term 1, 2022, Bentley Campus FO [1] Assessment 2 Case study three: Secondary School . Student Name: M Obayed Ullah Unit Coordinator: Dr Jia White Due: May 18, 2021 Word Count: 2581

Case study three: Secondary School 1. Behavioural Approach to Learning. Behaviourists view learning as a "cause and effect" process where external factors are responsible for resulting in a response. Behaviourists believe that this response will become a learnt behaviour or habit over time. The strategy of rewarding and punishment is a classical behavioural approach to manage student behaviours in the classroom and encourage the students' learning. Moreover, reinforcement is the basis of achieving a desired goal or behaviour in a classroom environment (Duchesne et al., 2021). Poor Social Skills and Behaviourism. Considering the scenario that students are from diverse cultures, there could be different reasons for having poor social skills, such as lack of knowledge, lack of consistency despite knowledge and fluency deficits. For example, students from different cultures may consider eye contact during communication inappropriate. If there is no such clear instruction or expectation from the classroom teacher, then this will result in poor social skills due to a lack of knowledge or clear instructions (McMullen & Madelaine, 2014). Similar kinds of inappropriate social behaviours students may practice in their home environment. For example, a student never practices asking permission to borrow something at home because the parents never establish this expectation. As introduced by Pavlov and further developed by Watson (Duchesne et al., 2021), the lack of classical conditioning between expected social behaviours and the classroom environment will result in poor social skills among the students. For example, if the expectation was set that with the first bell, students will pack up their belonging and line up during the second

bell, and the classroom teacher establishes this practice, then students may demonstrate appropriate social behaviours or skills. Moreover, students may fail to perform consistently on social skills although they have the required knowledge. For example, although a student raises their hand most of the time to ask a question, he sometimes blurts out a comment without raising his hand. This failure is because the strategy of positive reinforcement and punishment is not established there in the classroom. Poor social skills may also result from lacking fluency; for example, a student knows the response if he encounters bullying behaviour, but the response might not be strong enough to succeed. From a behaviourist perspective, this poor social skill may result because the classroom teacher, parent, or caregiver may not emphasise mastering the skills by continuous reinforcement (Duchesne et al., 2021) . In addition, Behaviourist believes that all intentional behaviours are controlled by antecedent and consequence. A teacher might not be sure about unexpected behaviour, and contextual factors as the teacher did not implement the A-B-C (antecedent-behaviour-consequence) to find the cause of the behaviour and its consequence (Duchesne et al., 2021). For example, anxiety or depression may interfere in demonstrating appropriate conflict resolution skills even though the skills have been learnt and practised before. As a result, overall poor social skills are the outcome in the classroom. Classroom Intervention and Behaviourism. The social skills of the secondary student could be shaped by applying positive reinforcement and punishment, which Skinner defined as operant conditioning (Duchesne et al., 2021). Behaviourists apply the Applied Behaviour Analysis (ABA) to change social behaviour in the

classroom or playground (Alberto & Troutman, 2016) based on the principle of operant conditioning. More general applications of the principle of ABA in classroom management are known as Direct Instruct and Positive Behaviour Support (PBS). PBS has been used for a wide range of behavioural support, such as bullying and aggressive behaviours (Dunlap et al., 2010). However, the implementation of operant conditioning and the principle of ABA in the classroom depend on observation and identification of the behaviour to address (using A-B-C observational recording), developing and implementing strategies with appropriate reinforcement to prevent inappropriate behaviour, maintaining the appropriate behaviour, and monitoring and measuring the intervention (Duchesne et al., 2021). School-wide PBS establish a foundation of a safe school environment, whereas class- wide PBS deal with overall classroom functioning and specialist need of individuals with different difficulties (Scott et al., 2007). In the PBS framework, the first step is to actively predict the failure. For example, a student from a diverse background may fail to understand the appropriate way of communication in the classroom. To address this social problem, the teacher needs to predict and provide clear instruction for the student (Scott et al., 2007). In such a situation, clear instruction and breaking down the task in parts considering the context may result in better social behaviours. After predicting and identifying the probable problems, the preventive measures in PBS include routine, rules, and physical arrangements tailored to prevent problems during a specific identified context. For example, a student might be unruly at the beginning of the day. The teacher needs to establish more specific rules for coming into class, keeping the bag in the locker and checking in which the student did not practice in the home environment. Overall, a classroom teacher should establish a clear expectation which could be supported by

clear visual cues through posters or pictures and utilising inclusive language so that students understand what behaviours are expected in the classroom. Once the rules, routines, and exceptions are established, a classroom teacher needs to implement these with modelling, consistency and reinforcements (Scott et al., 2007) . For example, modelling how to borrow a pencil will encourage students to demonstrate the behaviour and reinforce their practice over time. During the implementation of the PBS strategies, behaviour specific praise is a way of positive reinforcement to teach the right social behaviour, particularly for students with individual needs. Teachers should actively look for behaviour that they can praise more frequently, particularly for the student with concerning behaviour to achieve the right behaviour. Moreover, there should be multiple opportunities so that students can receive positive acknowledgement for appropriate behaviour. A classroom teacher and support staff may play a role in "catching" a student with "good" and formally acknowledge it by providing a stamp or award (Conroy et al., 2009) . 2. Constructivism Approach to Learning. Constructivism is based on the idea that meaning is constructed by learners. Constructivists believe that learners are both active physically and mentally in constructing knowledge and, therefore, capable of self-regulating their learning process (Duchesne et al., 2021). Moreover, some forms of constructivism recognise that the socio-cultural context where the knowledge construction took place is a great source of invaluable resources, support and direction (O'Donnell, 2012). In addition, an important philosophy of constructivism is that learning is

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