PLE 9 Self Efficacy and Self Regulation

Question: How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

Often times teachers overlook the importance of finding the good or something right in a student's work or behavior. As a music teacher, I myself, sometimes am quick to think "no, that's not the right note," or "you are not interpreting the musical phrasing correctly." This can be somewhat of a flaw in given teaching styles. As soon as students, especially younger ones, feel put down, or that they are not doing things correctly, their self efficacy is effected. This in turn effects their behavior, attitude, and success in the classroom. They must be motivated, and it is the educator's job to build them up, and make them feel like they can accomplish anything. 

In regards to Cherie, something has to be said to her to change her behavior so that it is not distracting to other classmates. In addition, something should be said from the teacher in regards to her learning- and how although she may be very entertaining to students in recess, or outside of school comical exchanges, her behavior isn't for a classroom environment. Cherie must encompass self regulation to know what she is doing isn't benefiting her education, or the education of others. Now, this may sound over her head. So wording things in simpler terms for her to understand for example, "Am I going to have to separate you from the entire class?" She needs to comprehend that taking something away from her may cause her not do do as well in class, or have as much social interaction with friends in class, because she cannot stay focused or behave. If she realizes this, then she is self-regulating. SElf regulation is an aspect of learning that should be learned from a very early age in order to fully be involved in a day care, or classroom to learn in a social environment.


Helping younger children with self regulation


http://www.youtube.com/watch?v=VSCMD0Et9rw

PLE 8 Behaviorist and Constructivist Interventions

Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?

Looking back at the middle school CSEL case study, I believe there are several approaches to productive behavior. I had originally mentioned giving Cherie attention, but not necessarily giving her the attention she desired. The suggestion was to call her out in class and move her to the front of my classroom which is sometimes embarrassing for a student at the middle school age. However, this action may not encourage good behavior always, because it is not taking anything away from Cherie that would be desired, if that makes sense. In a behaviorist view, students learn by changes in behavior- and although Cherie might be embarrassed by having to get up in front of the class to move, there is no contrast in that the other students are praised for good behavior. 

Clearly Cherie's "funny" behavior is affecting the students learning because they are more concentrated on her. Not allowing the class to receive their "music note" sticker for the day, (in hopes of getting 10 for a music game choice day) for those contributing to Cherie's bad behavior would hopefully catch their attention. Walking around and handing out free "2 minute" ipad usage pass for good behavior, the ones not laughing at Cherie, may also catch the class's attention. (iPad time is something I have observed in my field experience in the music classroom)

Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint (you may need to Google for ideas but it's okay to just speculate based on your prior knowledge).  How do they compare to behaviorist tools?  What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management? 


Knowing now that a constructivist viewpoint is developing knowledge through experience, a Cherie-type situation might be difficult to handle through a constructivist view pertaining to classroom management. Because in constructivist learning theory, the teacher is more passive and acts a facilitator, I am finding it difficult to provide examples how to handle issues that arise in classrooms through a constructivist view.  All classes are different, but it some cases, giving students more leeway might in fact cause more disruption because of the students' freedom and them being responsible for their own behaviors. In a behaviorist classroom, it is pretty clear what is expected, and the punishments that will ensue with bad behavior.

I did find something that is encouraging for people like myself who find the constructivist theory attractive --especially for me, as a "special area".



"Structure is one of the conditions of freedom. Yet we cannot leave it at that, for paradoxically there can be no freedom without some element of constraint. Thus within the structure of a learning situation there are always some constraints--yes, even in the most apparently "free" classroom, . . . . Students are constantly making language choices. Still, they are not "free" in any radical or idealized sense . . . there is a lot of structure . . . (p.116).

What Sheridan is saying here is exemplified in a constructivist class. Unless kids are provided with behavioural parameters, nothing gets accomplished because they don't know what it is they're really supposed to do. But once these behavioural parameters are established, there can be a lot of choices within.

The paradox about student centered instruction is the more control you turn over to the students the less you need to worry about control, and, in fact, the students are quite able to look after themselves and, even more, look after each other. In a constructivist classroom, control comes from students' involvement in responsibility rather than external imposition, freeing the teacher to focus on students learning, a profitable situation for both students and teachers.
Actively and interactively involved students, negotiated curriculum, and redistribution of power, control, and responsibility all contribute to a relationship between students and teacher that promotes a situation where learning thrives. With the development of a constructivist philosophy, a teacher of any discipline is able to create a classroom environment within which students are able to become autonomous learners."

Master's Thesis entitled "The Road to Knowledge is Always Under Construction: A Life History Journey to Constructivist Teaching".
Audrey Gray


I think finding a balance is key. This will be probably one of the greatest challenges for me as a future music educator. In my field experience, students often see music class as "fun time" or "play time". Obviously classroom management issues will arise when there is singing, dancing, playing instruments, etc. And although I want my students to have fun while learning, I need to approach all my classes in a way that it can be a social, interactive environment, but still enforce respect and appropriate behavior.

PLE 7- Metacognition

Consider a lesson plan you might use.  Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain?


Lesson plan for first grade general music: Teaching basic rhythm in common meter (4/4)

I think once I have used kinesthetic skills such as clapping, singing, dancing to beats in a 4/4 pattern, I would want to show my class how to relate the theory of a simple music pattern by painitng (not literally) a picture in their mind of how music and math are inter-related. Activating metacognitive skills such as learning things outside of class will help facilitate the knowledge they are learning.

For example-

I would present an actual dollar bill in class and have them pass it around:

This represents a whole (total) dollar, which is equal to a whole note, or 4 beats, an entire measure. 

Then I would pass around 4 quarters:

I would then explain how 4 quarters equal one whole dollar. And that there are 4 quarter notes equal to one whole note, or the entire measure in 4/4 time signature.

Metacognitive skills include:

• Self assess  (using instructor-provided tool) learning styles and preferences, strengths and weaknesses
• Share and explain their own learning preferences and learning strategies to others.
• Describe how one’s learning preference affects how one learns.

https://www.dllr.state.md.us/gedmd/cs/eslcsmeta.pdf

Students at the end of class can respond to what type of learning they preferred, whether it was visual through seeing money, or learning kinesthetically.