Learning Theories Project

One assignment that I am very proud of is my Learning Theories Project. I covered Behaviorism, Constructivism, Multiple Intelligence,Emotional Intelligence, Attribution Theory, and Brain Based Learning.


Behaviorism:

Positive reinforcement increases the behavior if the reinforcer is valid. In my classroom I have put into practice a ticket system, where I give a direction and for the students who follow direction the first time are given a ticket. At the end of the day students are allowed to redeem their tickets for prizes in the treasure chest.

Students are also punished in my classroom for breaking the classroom rules. I use the five color and clothes pins to visually show where the students stand. Students are first verbally warned, next if undesirable behavior persists student is sent to time out. Then if the behavior is disruptive I put the students name on red and send them to the office with a referral.

Constructivism

Students construct understanding of the world in which they live by reflecting on their own experiences. Students must search for meaning based on the many real world examples and concepts taught. Students must use this basic knowledge in order to problem solve.

In the owl picture, the coach owl is asking the little owl to fly. The coach gets the little owl excited about learning and then gives him the concrete experience of flying. The little owl uses his basic knowledge and takes the leap. The little owl then constructs his own understanding of how to fly .

Multiple Intelligence:

























Emotional Intelligence:

Attribution Theory

Learning occurs because of standard of performance the student holds for their self and their perceived chance for success. Teachers communicate weather the student is a high or low achiever.

As a teacher I will constantly give my students feedback by writing comments on graded assignments, sending home bi-weekly reports and by telling students where they should and can be academically.

Students respond to poor marks they are not happy with in two ways internal and external locus of control. Internal students blame self, and holds self accountable. External locus of control students blame others and feel that they are never at fault.

Brain Based Research:

Information Overload

Students today have so much more content to learn, more skills to practice and schedules to remember. In my classroom I have students who get pulled out for speech on Tuesdays and Thursdays during specials and, students who have ESE classes on Mondays and Fridays. Then are a few students who go with one after school Title 1 tutoring company on Monday Wednesdays and another group who go on Tuesday and Thursdays after school.

To top it off, most of the students who get pulled out or are signed up for tutoring don’t want to go. Then they tell lies that they don’t have to go anymore, it’s very confusing and frustrating trying to keep up with each student. I understand that tutoring is not as fun as recess but it was the only time to fit the students in without missing my instructional time.

The problem I see is that my students are confused as to what their schedule is from day to day and I would infer that they are too young to juggle this type of responsibility. My evidence is that these students have difficulty completing homework and are forgetful when the school sends home information that needs to be returned.

I think that my ESE and low achieving students need a simpler schedule not a more complicated one because they already have difficulties with following directions, staying focused, and processing information. Perhaps we as teachers think that if we give more they will absorb more but I think that in this situation less is more.

DOE

My school is an F school because of the number of students who failed the FCAT with a 1 or 2 on both Math and Science. Because we are an F school the Florida Department of Education come to visit our school to make sure we are following the pacing guide, and are complying with DOE’s non negotiable list of things the school and the teachers should be doing.

I feel that teaching Math is my weeks area because I find it difficult to explain why I do an algorithm, and I find myself really stretching to teach the concept another way. Those students who failed the FCAT did not get retained and are now in my class in 5^th grade with barely the basic Math skills we need to build upon in 5^th.

That being said, when DOE came to visit our school I was a wreck, I could hardly sleep the night before and I wasn’t even fully responsible for the classroom yet. The DOE people wanted to see the students working in “centers” during reading in particular. Our class was did not have any centers at all , everything was teacher led instruction and my supervising teacher was against incorporating them. She did not feel comfortable letting the students work in groups. But because DOE was coming to see us we planned together some centers. I on the other hand very much enjoy the mini-lessons in centers and believe that students can learn certain things better from helping each other than by the teacher lecturing.

The first day of centers was interesting because we did not know what to expect. I had experience with centers in subjects like Social Studies and Science but I felt that Reading centers would be focused more on the skills and less on the activity. The class was enthusiastic about using the Smart Board and getting on the computers, and they followed directions well. Their behavior convinced my supervising teacher to continue using centers even if DOE wasn’t going to be watching.

Safety Patrol

It's amazing how a neon yellow belt can change a students attitude. Our class handed out the Safety Patrol belts a few weeks ago to those students who completed the application process.

First they had to write an essay about why they want to become a Safety Patrol. Then the students needed to collect seven signatures from other teachers and school staff. These teachers checked off weather the student ever received a referral, was a responsible student, student had leadership qualities, was polite, had above a C average.

The Patrol Pledge
I promise to do my best to...
Report for duty on time
Perform my duties faithfully
Strive to prevent traffic crashes always setting a good example myself
Obey my teachers and officers of the patrol
Report dangerous student practices
Strive to earn the respect of fellow students

So that weeded out most of the class and we gave out eight belts during a morning meeting. Immediately behaviors of those troublesome students changed. Just goes to show how that even your most uncontrollable student knows how to behave when its for something they want.

Here are some of the winning posters for AAA's Safety Patrol contest:

E.T. Phone Home

Today I made my first phone call home.

.................Da Da Daaaaaaaa !

I was nervous while dialing those numbers and crossing my fingers that I got the answering machine. I had an irrational fear that the parents would ridicule me and defend their child.

The first phone call went to voice mail, I stated who I was and said something positive about the student. Then I explained the new procedure of calling every parent who's child is sent to time out. I said why I sent her little darling to time out and that I know we can correct this behavior. Then reminded the parent to sign the behavioral notice I sent home. I think it went well but then I was wishing I could have talked to the parent instead of leaving a voice mail.

The 2nd phone call the parent answered and I danced around the real reason which is the attitude her daughter is giving me instead I showed some tact and said that "she is being disrespectful to me and Ms. C" . I stated that she is a good student and recalled the A she got on the science quiz. The parent was very understanding and said that her daughter has had this problem before in 4th grade and that to please call her when ever about this. Then I ended on a positive note and said that "she is very smart I know she can follow directions lets nip this in the bud."

I don't want to get in the habit of calling home only when there is a problem so I also made a good phone call home to our best behaved and very bright student Dwayne. I told the parent that this was a good phone call home and that I wanted them to know what a gentlemen their son was and what a pleasure it is to have him in our class. I also gave them the good news of his math test that he had the highest score. (He scored higher than the 4 gifted students).

After making the calls I felt empowered and sure that I had made an impact. I'll find out tomorrow.