How Children Learn in Taiwan

Educators must always offer encouragement on a regular basis as it builds a supportive classroom environment. It encourages student to focus on their effort rather than their achievement. Therefore students receive positive feedback for trying hard, but may be unsuccessful with the task. Educators must also look for assets in each student as it encourages the student to display the positive behaviour exemplified by assets such as cooperation, persistence and loyalty (Edwards and

As Pedro A. Noguera mentions in “Schools, Prisons and Social Implications of Punishment: Rethinking Disciplinary Practices,” teachers tend to do what is best for the school and not what is best for the student. Even though it may not be always the main reason, in many cases it is. Noguera compare the way schools manage “bad students” with how we approach crime in society, by “removing ‘bad’ individuals and keeping them away from others who are presumed to be ‘good’.” Noguera also mentions that, students who get in trouble more often than

Moreover, Leaman (2009) suggests that teachers should encourage children to take responsibility of their actions by setting up a reward system to motivate children. Bowen, Jensen & Clark (2004) argue that contingent verbal praise should be associated with the delivery of any tangible or token reinforcer, then as

Operant conditioning, punishment and reinforcement can be used in a variety of settings including homes and schools. The classroom relates as a giant skinner box. In turn, teachers could profit from knowing that reinforcement is effective in helping to elicit changes in behaviour (Lefrancois, 2006). Using several objects as reinforcers such as consumables such as food or sweets and lollypops, manipulatives such as toys or trinkets or a pillow, social stimuli such as praise, and tokens that can be cashed in for no homework (Lefrancois 2006). More than likely used in primary school and less likely used in post-primary school. But all of these can increase the probability that a response will occur again such as good behaviour, good work, progress and even more.

In the school setting, positive reinforcement is used every day. Teachers are forced to keep the learning environment positive which forces them to give rewards and praise as often as applicable. This can be for doing homework, participating in class, or just following instructions. After a student sees the pattern of rewards, the student might assume that life will also work in this manner. These students, who go through twelve years of schooling, will definitely get used to being treated in that way. This idea is relatively new and so current high school students might not have much experience with rewards. Elementary school students, though, could possibly have many years of being conditioned in this matter which will certainly convince kids that they will always be treated in this matter. It’s logical that kids would have this view though, because of the extended amount of time that the will be exposed to this treatment. These kids, who will have twelve years of possible ‘over-encouragement’, might struggle with their first college class, especially when they realize that professors are not going sugar coating anything. These students will soon realize that they alone are in charge of their destiny and students may struggle to adapt to

It is important for teachers to know about learning theories and influential theorists as it adds to the quality of their teaching and contributes to their ability to cater to the individual needs of the children within their classroom. According to Woolfolk & Margetts (2013) the quality of teaching can make a difference to children’s lives therefore it is imperative that teachers develop their pedagogical knowledge of learning theories and influential theorists so they can become an effective teacher. Each child is influence by socio-cultural factors and will have their own way of learning. A teacher with an understanding of learning theories and influential theorists is likely to guide their teaching methods to cater to the children’s individual

After observing students in a classroom, I noticed how incentives are a substantial part of their schooling, their education, and influences their behavior. In one occasion, while observing the first-grade classroom, the teacher was giving out points to groups. These points were given to students depending where they were sitting as a group. However, she will also remove points if one of the group 's member was not following direction, which affected the entire group. At the end of the day, the group with most points will get a special treat. The treat consisted of either extra computer time, a candy, or a small toy. The teacher used incentives to keep her students on task and at the time it seemed to have worked. However, some students were not interested in being part of their group. After observing these first graders and as a future educator, I would like to know how to use an incentive to motivate, enrich the students development, and systematized the positive behavior of the students in an active learning environment. With that being said, what is the most effective way to use incentives to encourage students’ behavior? Even though incentives can cultivate misbehaviour if they are not used correctly, incentives are a beneficial tool to use in the classroom because it self-regulates the students actions and encourages students positively. Leading more desired outcomes.(What are these desired outcomes??

I agree with the author that praise and rewards has being a great enforcer of behavior in our society and child rearing practices. I particularly like his intrinsic vs. extrinsic motivation concerns and the importance of what kind of motivators’ society is currently producing for the new generation. I have come to conclude from the book that the world is moving towards selfish gains and materialistic values, morals and ethics are given less considerations and this is a result of what is being taught and appreciated in the classrooms. The objectives of children are now to achieve better grades, obtain better salaries, and compete for better status in life, all which is being encouraged in today’s classrooms by the way we praise and reward the children. I would highly recommend this book to others. The author 5 reasons why rewards fail was of particular learning and interest for me, because it highlighted the results backed up by research.

This changes the outcome of their daily struggle (Kennedy and Jolivette). When students do not have aprents involved their attitudes can be negative, this affects their social life and evrything they are trying to achieve. Positive reinforcement occurs naturally in everyone daily lives, from young people to the oldest adults but when people are not willing to change it is soemthing impossible. Rewarding people for doing the correct action will increase the chance of people willing to continue with their positive behaviors. Everyone is different, and by saying teachers and parents ahve to work togetehr to find the correct to help their student in the way they need. Students always want to get something in exchange when they present correct behaviors. Reinforcement should be accepted and used by every teacher and parent. As Chris Wojturski stated in the personal interview he suggests positive reinforcement will help children change how they act towards other people, everyday is necessary the help of teachers and parents to focus their students on important activities to create a clear and positive environment. This can encourage children develop the correct skills to acquire rewards and get what they want (Wojturski). Working together can find a way to increase positive reinforcement and this will increase the behavior of the students in the classrooms. Teachers

In creating an opportunity to influence learning for children and adults in the classroom learning theories and models are used to tactfully engage the participants. The learning theories implemented are similar for both school aged children and adults. Regardless of the age of the student that is involved in learning, the system used to accomplish the learning is associated with seeing, hearing, listening, and some instances hands- on practice. Therefore, children that are learning new concepts are very similar to adults who receive on the job training to further advance their career. The application for each situation albeit at times may be different, but the processes implemented may be very much the same to achieve results.

For as long as there has been an educational system, teachers and administration have used various forms of punishment to manage student behavior. In America today, there are fifteen states that that expressly permit the use of corporal punishment and seven more that do not prohibit the use of corporal punishment in schools (Turner, 2016). At the same time, the U.S. Department of Education has established the National Technical Assistance Center on Positive Behavior Interventions and Supports. This variance in the condoning of punishment by the U.S. Government and promotion of Positive Behavior Intervention from the U.S. Department of Education leads to the question of the best way to manage student behaviors in

Learning has become a central focus in this fast developing world. Education is becoming more and more valuable due to economic advancements. According to text on page 307, "Learning can be defined as a relatively permanent influence on behavior, knowledge and thinking skills that comes about through experience." Each person has a unique way of learning, and for a child, it is the teacher 's responsibility to understand how each child learns. There are several different learning theories. However, we will be discussing these three main theories Behavioral, Social Cognitive, and Information Processing.

Motivation is an extremely important element of proactive and positive classroom management, used properly effective teachers minimise the need for authoritarian behaviour management, while still achieving quality-learning outcomes. There are a number of motivational categories, intrinsic and extrinsic, achievement and achievement and attribution theory. Intrinsic motivation relates to a student’s motivation that has no ‘external reward’, the student is simply motivated by “needs, interests, curiosity and enjoyment”; using extrinsic motivation a student would receive some type of reward or benefit for achievement, such a being able to have lunch early (Marsh, 2008, p.34). Achievement motivation relates to the cultural and family motives that influence, “high or low levels of achievement motivation” (Marsh, p.37). Attribution and social motivation are used to explain the achievement motivation.

Students use motivation as an encouragement to stimulate their learning capabilities. Thus allowing students to create a positive attitude towards learning. In watching stand and deliver the math teacher, Jamie Escalante, demonstrates the effect of proper motivation can have on students. Despite the fact, that many students in Escalante class had If a student is rewarded and praised for his efforts the greater the likelihood that student will continue to learn. It causes a positive effect on a student’s academics.

What is the harm of a little physical reinforcement to ensure children know how to properly act in society? This idea of physical reinforcement is also known as corporal punishment and is still present today in the southern American states, including some Texas school systems. Corporal punishment defined as “punishment of a physical nature, such as caning, flogging, or beating” (Corporal punishment). Some administers believe benefits include fewer student outbursts and a quiet environment; however, this logic fails to include the psychological implications of corporal punishment on students. Negative effects of corporal punishment negate the benefits of classroom management, as evidenced by the Social