Moody: EDAT 6115

For some scholars, simply stating expectations is enough to encourage the desired behavior. However, others may have been conditioned over time to develop necessary skills. The ultimate goal is for these behaviors to be generalized across different settings to foster long-term success. To achieve this, Teachers must identify what motivates each scholar, as their motivation serves as a reinforcer for learning and behavioral growth. Most of my scholars respond to and need extrinsic motivators, some scholars develop intrinsic motivation over time. How they are motivated determines what strategies I use in my classroom.  IF/THEN cards, behavior contracts, and badge collection systems to help students self-regulate, however, it has to be for the right type of reinforcer. Allowing them to earn rewards in exchange for completing difficult or undesirable tasks encourages perseverance. The concepts related to aggression stood out to me, particularly after this school year. I had a scholar i...

  This week's reading was on Cognitive Development.  Several well-known psychologists and their theories are mentioned in this reading.  Piaget believed that each individual goes through stages based on age from birth through adulthood.  If you are not that old, then you can’t do whatever is in that stage, and if you are that old, then you should be able to do it.  I have found in personal experience and my classroom that the age of the person does not dictate whether they can or can’t do something.  This makes me wonder if my scholars sometimes need lessons to be tailored based on these stages, even though their ages match, are they stuck on a prior stage? Do they get stuck and need help getting to the next stage? What happens if we never master a stage? Can you master a stage at a different age? The assignments, activities, and teaching I do in my classroom may look different if I pay attention to stages and not abilities.  Vygotsky believed that you...