Questions:
1. The strategies that Mr. Corbet uses to teach his students appropriate school behavior are most consistent with which two theories/theorists that we have learned about so far this semester? Justify your response.
Mr. Corbet most closely associated with Bandura's theory by using reinforcement techniques to facilitate observational learning. Mr. Corbet recognized students to the entire class for walking instead of running. He also used the whistle as a punishment that other students tend to want to avoid, though it is unclear of the reason for the blowing of the whistle to Mindy now, it will become most likely more clear with future observance. By coming right over to Jonathan when he raised his hand, and not immediately heeding to Mindy's way of getting his attention by going up to him, he reinforced the behavior of raising your hand when you would like the teacher to respond. All of these behaviors can be observed by the students, like Mindy, so they can adapt to the environment and the expectations therein.
Mr. Corbet most closely associated with Bandura's theory by using reinforcement techniques to facilitate observational learning. Mr. Corbet recognized students to the entire class for walking instead of running. He also used the whistle as a punishment that other students tend to want to avoid, though it is unclear of the reason for the blowing of the whistle to Mindy now, it will become most likely more clear with future observance. By coming right over to Jonathan when he raised his hand, and not immediately heeding to Mindy's way of getting his attention by going up to him, he reinforced the behavior of raising your hand when you would like the teacher to respond. All of these behaviors can be observed by the students, like Mindy, so they can adapt to the environment and the expectations therein.
2. Describe one incident in the case study that represents vicarious reinforcement.
Mindy remembered to walk while lining up for recess because one of the students and the entire yellow table was positively recognized for their obedient walking skills.
Mindy's obedience to walking occurred because she imitated the behavior of someone who had been reinforced for that behavior.
Mindy remembered to walk while lining up for recess because one of the students and the entire yellow table was positively recognized for their obedient walking skills.
Mindy's obedience to walking occurred because she imitated the behavior of someone who had been reinforced for that behavior.
3. Describe one incident in the case study that represents vicarious punishment.
When Mr. Corbet held Jonathan's hand and told him not to point because it wasn't nice, he was punished for that particular behavior, not so much the tattling part. Mindy picked up on not pointing because she experienced the tendency not to repeat behaviors that she observed others being punished for. Before she tattled on the girl in the yellow dress, she remembered not to point her finger at her.
When Mr. Corbet held Jonathan's hand and told him not to point because it wasn't nice, he was punished for that particular behavior, not so much the tattling part. Mindy picked up on not pointing because she experienced the tendency not to repeat behaviors that she observed others being punished for. Before she tattled on the girl in the yellow dress, she remembered not to point her finger at her.
4. Do you think Mindy has low or high self-efficacy with regard to appropriate kindergarten behavior? Justify your response with examples from the case. I think Mindy has high self-efficacy of being able to adapt to a new situation by following the lead of others and the reinforcers being recognized or punished around her. I think Mindy showed high self-efficacy in adapting to a new environment by using the childrens excited emotions about recess to understand that it was a good thing, and she used the body language of the other students poor emotions to conclude the whistle was not a good thing.
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