SARAH THAM YUEN SAN

704: Exam 1
Question 2
On the assumption that the student already knows the ground rules and the consequences for

breaking the rules, it still needs to be made clear to the student that intervention is needed as the

learning environment for the other students has been compromised. Behavior analysis suggests

that most of our everyday behavior is operant in nature, not respondent; therefore, a teacher has

the ability to change a behavior by offering different consequences. In addressing a negative

behavior in the classroom to modify it for the better, the teacher has to firstly The problem must

be defined, usually after the teacher has observed the behavior and identified the various

elements of it such as the frequency of the behavior, the timing in which it usually occurs and the

triggers that cause the misbehavior. This original behavior will be the baseline in which the

teacher is able to use to compare behaviours before and after an intervention. The intervention a

teacher wishes to introduce is like a strategy or design to change the misbehavior. It usually

consists of consequences of the behavior, if possible an agreement between the teacher and the

student on the goals of the intervention and some reinforcers, be they positive or negative

reinforcers. Punishment might also be considered. In terms of reinforcers, consistency is the key

as consistent use of reinforces can strengthen a new behavior until it becomes a habit and

hopefully the student will be able to produce the new behavior when consequences and

reinforcers are withdrawn. This of course is the ultimate goal of the teacher, to have the student

self-regulate himself or herself.

When confronting a student who is misbehaving, the teacher needs to be clear with descriptions

of what the student is supposed to do. Teacher who makes good use of this technique will focus

the child’s attention first on the behavior he wants, not on the misbehavior. Also, by coming up
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with an agreement about the misbehavior and new behavior, the student will be required to play

a more active role and the teacher functions more as a collaborator in the student’s change of

behavior. Students need help on changing inappropriate behaviors. Teachers need to play an

active role and guide students in determining what behavior is not acceptable. Realistic goals are

set for students to change their misbehavior for the better and a timeline helps make things more

manageable.

Giving positive feedback to student immediately after seeing the target behaviors is a good

thing. This will encourage the student to continue good behavior and encourage other students to

follow. Using reinforces to encourage positive behaviors are also important. Positive

reinforcement is to modify behavior in rewarding. Positive reinforcement should follow

immediately after good behavior. It should be specific and initially continuous, slowly moving to

an intermittent schedule. Material reinforcers provide the child with something tangible. Social

reinforcers are more versatile, and, even if material reinforcers are used, a kind word from the

teacher should always accompany them. It is also easier to increase behavior than decrease it.

But most importantly, the goal of the teacher in trying to change behavior is for the student to

eventually provide his or her own reinforcers. The student will be able to sustain the behavior

change and no longer depend on extrinsic reinforcers.

Many educationists adopt various techniques to cause students to change their inappropriate

behaviours such as ignoring the misbehavior, time outs and punishment. Ignoring can be

effective in certain conditions. Likewise for time outs too. When more moderate measures have

been taken and the teacher still finds the student unresponsive, then the earlier agreement that

consisting of punishment measurements would need to be invoked. A teacher can use

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punishment to discipline student. It is important for the teacher to understand that punishments

are used only if it reduces the occurrence of the target behavior. Punishment is ineffective in the

long run. It should be used as a last resort for changing inappropriate behavior. Punishment

should occur only it helps changing the target behavior.

As an example, in Malaysia, schools discourage students from bringing hanphones to school.

This would be the negative behavior identified and will serve as the baseline. This negative

behavior could be rephrased with the student in a more positive manner by stating that the

change of behavior intended by identifying the positive which is seeing that students not brining

the handphone and being positively reinforced for that behavior. The intervention a teacher

would introduce would have the goal of students not bringing handphones to school. By

identifying the undesirable behavior and agreeing with the student on a set of rules, conditions

and consequences of bringing the handphone, the intervention can be implemented within a

specific timeline.

The new behavior of not bringing the handphone is tallied within a week and monitored for up to

a month. The teacher and student sit together weekly and the student is acknowledged in praise

and verbal encouragement. Then the positive reinforcer is added (as agreed in the agreement).

Furthermore, when less punishing interventions are combined with positive reinforcers, they tend

to be effective in the long run. These could be in the form of extra credits, free time or prom day

discounts. If within a week, the student has not been able to keep to his or her side of the

agreement, a negative reinforcement of taking away or holding back some privileges may need

to be enforced. The teacher and student continue to monitor progress. Then after a month, the
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reinforcers are moved to longer intervals and eventually the student will no loger need any of the

scaffolding.

The teacher should also consider getting the student to think and evaluate his or her positive or

negative behaviours and look at the underlying reasons why he or she sometimes “fails” in

producing the desired behavior. This is a almost like a bridge towards the social cognitive theory

where cognition in terms of understanding self is an influential factor in changing one’s way of

thinking. A student who wants to bring the handphone to school needs to understand his or her

underlying motives for bringing the handphone in the first place. For example, he or she

(especially if he/she is an adolescent) wants to bring the handphone to stay connected to various

social networks, feeling as if they are missing out if they don’t have it or to be in “constant’

contact with their boyfriend or girlfriend). If he or she can witness or observe others who get

along well without it even though they have the same need to stay connected and understand how

they are able to do it, the student may be on the way to cognitively come to terms with producing

the desired behavior. The student may come to the realization that of others can do it, why not

her or him.

The effective use of behavioral and cognitive strategies in the classroom may appear seem

difficult or time consuming to many teachers Yet, they have been studied and re-studied and

evidence had shown that they are the most efficient and effective means of improving all types of

classroom behaviors, both disruptive and non-disruptive. Through practice comes proficiency,

that’s what we tell students. Teachers in turn have to model that by putting into practice what

they have learn about behavior modification and the rewards of seeing improved behavior will be

more than enough to act as positive reinforcers. Undeniably, the varied components - of
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emotions and behavior likely contains the largest and most diverse set of problems encountered

in the classroom. After all, the students themselves bring a diversity of backgrounds and

variables. By first understanding these problems and seeing the world through the eyes of the

students, and, by then developing and using a set of intervention strategies on a regular basis,

problems of emotions and behavior can be effectively managed and changed in the classroom.
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Question 3

As teachers, we are aware that our students learn not only from direct instruction but also from

the many experiences created in the classroom and even from peer interaction. Social cognitive

learning theory (SCT) is based on the fact that learning is a social event that occurs under a

variety of circumstances, and results in a variety of outcomes. This theory describes learning in

terms of the interrelationship between behavior, environmental factors, and personal factors. It is

this interaction of social elements that successful teachers use to ensure that quality learning

takes place.

Bandura states that it is based on the idea that learning and the subsequent performance of

certain behaviors through the interrelated relationships between a person (in this case the

struggling student), the environment (this being the classroom), and the already learned

behavioral patterns of the individual and group (the student’s mental, emotional and personal

sense of capabilities). These factors then interact with various other aspects that help the student

model and reinforce a type of behaviour. By observation, a student can learn but in order to do

that, the student must first know that he or she had the skills to perform the behaviour.

Because SCT is based on understanding an individual’s reality construct, it is especially useful

when applied to interventions aimed at personality development and in this way address a

student who avoids maths due to doubts on his or her own ability to do well. Because learning is

expedited when individuals are able to observe the behaviors of others who are similar to them,

the teacher can provide real-life examples of people who have done well.

Therefore, the teacher does have a lot of say in manipulating the classroom environment to

promote the positive aspects of socialization and use them more proactively toward student
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learning. For example, teachers can set the classroom up as a learning community (work station

based on various mathematical concepts) that allows the students who are struggling with math

to learn from each other. This learning community can evaluate, discuss and even correct each

other. Students learn and varying degrees and the students need to know there is no shame to find

that they are suddenly unable to answer math problems or do well in math tests. By allowing

students to work at their own pace in the relatively safe environment of the classroom instead of

finishing homework at home, students will have a higher confidence. Also, showing a struggling

student of their seniors who have faced similar problems and beaten the odds is a great way to

motivate them and bring about awareness that, all is not lost. This method will probably make

the learning experience more effective and increases the probability of the knowledge being put

into practice.

Incorporating cooperative learning activities regularly within these workstations allows

struggling students to get away from the limelight of “not knowing” the answers and comfortably

work on their weak areas. This could probably be done by getting students who have made

progress to lead and help other weaker students who are facing problems. This promotes a

continuous cycle that is positive and reaffirming to the students which again allows for more self

efficacy and eventually being able to independently work on homework at home. The teacher

needs to continually reinforce model behaviors by students so that the students are aware of their

progress and eventually acknowledge their own self-efficacy. This in turn will lead to better self-

regulation and lessen anxiety. Self-regulation will aid teachers in getting students to work

independently (and feel confident in doing so), thus aiding in the lack of completion of

homework and increased anxiety levels.

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Self-regulated learners are in control of their own learning behaviors. They are able to

independently set goals and map out a plan of action, evaluate their own progress and make the

necessary adaptation to promote their own development. This is not an easy task and teachers

have to equip their struggling students who have begun to have an increased level of self-

efficacy to be less dependent on the teachers and more dependent on themselves. For example,

when performing a task correctly, the learner can be advised that his or her performance is

correct. Conversely, immediate corrective feedback can be given when needed. As the learner’s

ability increases, the feedback can become more detailed and sophisticated, which allows the

learner to refine and master the task. The teacher can also teach problem-solving skills that

enable the struggling student to understand the problem, develop a plan for a solution, carry out

the plan, and reflect. Teachers want to see self-regulated learners who are able to take control of

their learning growth.

Teachers develop self-regulated learners by discussing, modeling and reinforcing the thinking

behaviors that characterize self-regulation. By getting students to metacognitively evaluate

themselves after a lesson, students are able to self-reflect and evaluate what went well and what

needs improvement in their learning process. Questioning techniques need to be fine tuned to

help students to think about their development be it small or big. This is a long process especially

with students who already have fixed assumptions about their math abilities. That is why,

activities need to be constructed towards getting struggling students to experience success.

To further help students to complete homework, increase self-efficacy and reduce anxiety,

teachers can help students learn by identifying strategies that students are using and helping them

learn more effective strategies. Questionnaires and informal chats are good ways of identifying
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strategies students are using. Some students are not even aware of using those strategies. So, by

listening to the strategies students are using as they speak in class discussions and group work or

what they write in their assignments. The teacher can also listen to students' strategy use when

working with students individually. Teachers can encourage their students to “make their

thinking public” by thinking out loud as they are reading a text, solving a problem, writing, or

reasoning. By listening to what students say in these contexts, teachers can gain an understanding

of their students' strategy use. This will enable teachers to set instructional goals to help students

learn more effective strategies that will help them become better learners and thinkers.

This can be a good way to counteract what many parents impose on their children stringent

academic demands that are difficult to fulfill, especially in Asian countries but do not offer the

support and skills needed to meet the demands. Accomplishments that fall short of those

standards are devalued and lead to unpleasantness at home. Teachers must make a conscious

effort to not pay out the same scene in the classroom as this will only add further to the stress,

students who adopt stringent standards for themselves, as indeed many do, must contend with

self-censuring reactions to their own substandard performances as well as with the reactions of

others.

Students who have a low sense of efficacy to manage academic demands are especially

vulnerable to achievement anxiety. Rather than concentrate on how to master the knowledge and

cognitive skills being taught, they retaliate by simply giving up as a method of self preservation.

Some even go as far as imagining dire consequences of failure which further worsens their

anxiety level. The influence of efficacy beliefs on anxiety over scholastic activities has been

examined most extensively and math is an area that is often wrought with such apprehension. A
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low sense of mathematical efficacy is accompanied by high math anxiety. If occurring often

enough, students self efficacy level is weakened and they become anxious about scholastic

demands. This anxiety level is worsened in test situations which then become Catch-22 cycles.

To decrease anxiety, teachers can teach students how to manage their time use readily available

academic resources better. Many schools have after-school tutoring sessions and there are

numerous online resources that help students in area of math weaknesses. It is possible that if

students do not have good home environment and positive support from the family, to allow the

students to use the school facilities as conducive places to study in. Students’ retention may be

increased and this in turn may increase achievement, self-efficacy and ultimately lessen anxiety

levels. Furthermore, when teacher talk about effective time management, it requires students to

organize their time effectively in order to accomplish goals. In terms of physical anxiety, the

teacher can teach these students various breathing and focusing techniques that can alleviate

anxiety. Brain gym activities have been said to be very helpful in situations like these.

To sum up, teachers are in the best position to aid students struggling with math and provide help

in terms of working with the students to help the student complete math homework, increase

self-efficacy and decrease anxiety by ensuring that the classroom is a safe zone for students to

fail and succeed in. The strategies and modeling of self-regulation will increase self efficacy and

also decrease anxiety simultaneously.

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Question 4

Stereotyping certain groups can happen anywhere. This includes the classroom Asian-American

students who face certain stereotypes and like the other stereotypes, it is nothing new. However,

stereotypes whether positive or negative can become detrimental to the students concerned. In

addition, by conforming to the stereotype or not fitting into the stereotype these students are

being forced to lose their own voices because in fulfilling the stereotype the student loses his/her

individuality.There is evidence that, under certain conditions, the academic performance of

members of negatively stereotyped groups can be adversely affected.

The phenomenon is known in the research as "stereotype threat" — and it poses a very real threat

to many school students. Asian-American students face stereotypes based on their abilities.

Asian Americans are often characterized as the being brainy, smart and academically more

advanced than their other American counterparts. Even though this positive stereotype is

flattering to the Asian American community, it can create many problems for both the individual

and for institutions, which in turn affects the individual. There is a lot of pressure put on this

group of students . The pressure for them to live up to that stereoptype and the pressure of not

living up to that stereotype can cause personal and emotional dilemmas. When students do not

perform as well as their parents would like, there are feel like failures. Things get worse when

the students are too “proud” to get help as they would seem deficient in some way, not living up

to the stereotype.

Asian Americans when expressing there need for help could bring shame to their parents as

many Asians belief that success will come to those who work hard. They would rather pretend

that all is well or even act lazy to get by.

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The various stereotypes assigned to Asian American students cause them emotional distress and

create conflicts with their peers, both those of different races and those in their own racial group.

Even more important, stereotyping limits students' opportunities and access to resources .

Asian Americans strongly feel that academic success will guarantee them a better life in America

and this cultural value is instilled in children form a very young age. In addition, Asian American

students are also instilled to have a great sense of responsibility for their families. Individualism

is very much frowned upon, benefit for the collective good of the family and community is

valued. Many Asian American parents would be willing to give up their own financial security to

help further their children's education. She said that many Asian immigrant families, having left

everything behind and sacrificed to start a new life in America, look to their children to make up

for the loss. Education is stressed by those families, she said, and in some cases children are

forced to go into career fields they really don't want.

Also, within Asian families there is the mentality that the academic success of the child reflects

the parents' success in raising their child, which puts more pressure on the child to do well. The

sense of filial piety, the respect that one has for one's parents, contributes to the family cohesion

of Asian American families, which creates a desire to uphold family honor and to please one's

parents. Asian American parents also take a more active role in the child's life through setting up

preparation courses for SAT's, picking the schools their child attends, and possibly even what

career path the child takes Therefore, there is a very strong work ethic among Asian American

students due to all the pressure put on them from cultural mentalities and from familial

responsibilities. So the stereotype of Asian-Americans as being naturally intelligent is

strengthened even though this may be far from the truth.

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Because of those cultural values instilled, Asian-American students are generally well-behaved

in class, studious and do not usually cause trouble in classes. They further fuel the positive

stereotype of Asian –Americans. When a teacher puts a label on a student based on his/her

perceptions of how a student behaves and then the teacher then sees the student’s performance

and confirms the initial label, that same student may come to accept the label as part of himself

or herself. Based on the self-fulfilling prophecy, it is possible for teachers to evoke a desired

academic performance from the student based on how the teacher perceives Asian American

students. In high school, since the teacher's favored Asian American students, the success of the

Asian American student population could be reflected in the high amount of Asians doing well in

schools. A student who is underperforming to the assumed stereotyped may lose out as the

teacher assumes that it’s not because the student is having problems but rather was being laid

back about a task. Things can get worse for this student as the teacher does not provide remedia;

or intervention to help the student.

Whether the Asian American students are excelling academically or having problems, it is

essential to recognize and acknowledge that they experience school, social, and familial stresses

to uphold their intelligent image

The increase in the number of Asian American students in schools highlights the importance of

understanding how Asian American stereotypes are reinforced in the school context and

contribute to a biased and limited perspective of Asian Americans that does not reflect their

within group heterogeneity. In order to serve the social, psychological, and educational needs of

Asian American students, teachers, counselors, and administrators must be able to address their
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own assumptions about this growing group, understand how those assumptions shape their

interactions with the students, and effectively communicate that they care and want to help.

One of the ways to help is to educate these students about stereotype threat. Talking about it

helps students be aware of this threat and help them cope with it and be less effective with it. If

an open dialoguenis akward, then posing questions and scenarios and getting students to voice

their thoughts and feelings in writing might be possible. The teacher can start off by asking what

they think some of the stereotypes are for these minority students, then work from there. Most

importantly, students must know that since it is a stereotype and other people believe in it, they

don’t have to believe in it. There it where they obtain empowerment for themselves and do not

need to feel anxious about it or live up to it. This is a time where they realize that they can be

individuals and the teacher can help by also truly treating them as individuals and not as a

collective group.

Many Asian-American students also find themselves unable to succeed because of language

barriers. Many schools do offer extra tutoring and classes to help these students. However the

thought of not being able to live up to the stereotype and are failing badly can worsen students’

emotional make-up. These students need to know that they wont be seen in a bad light if they ask

for help. In spite of it all the teacher needs to communicate his or her high expectations of them.

The teacher should not lower her expectations just because they are a minority group (this would

be a form of stereotyping anyway) . Students need to still have high standards for performance

for themselves and yet be assured meeting those standards. By maintaining her expectations, the

teacher is also mindful of subtle triggers of stereotype threat and be taking preventions. The

teacher truly needs to see the students as individual who their own respective strengths and

weaknesess and differentiation that works for other non-minority students should also be
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addresses to these same students.

Finally, when the teacher gives students opportunities to reflect on valued characteristics and to

view themselves as complex and unique, any negative stereotypes pose less of a threat because

stereotyped students are given the opportunity to focus on valued aspects of themselves and to

think about themselves as complex and unique teachers should take time in class to have students

write about their valued characteristics, encouraging them to think of themselves as having a

number of important personal dimensions.