Strategies and Considerations Chart

Kara Amiot, Karli Brinson,

Katarina Dato, Elise Gallagher
Ed 3502
November 4th, 2015

Learning Theories/Theorists
Bandura

Motivation
Perspectives on Motivation

Classroom Structure and Climate

Communication

If it appears to be the case that the student

Movement from cognitive/social

Using I not you statements to ensure

is swearing because he has observed this

perspective into humanistic perspective

that the teacher is not identifying the

behavior elsewhere (home, with friends

(capacity for personal growth and freedom

student as the problem, but rather the

etc.) then providing role models for him

to choose)

behavior as the problem. Also, describing

who exhibit more appropriate behavior

(Woolfolk, Winne & Perry, 2013, p.402)

what you as the teacher would like to see

may be a solution. This could be completed

from the student, and allowing time for

through finding an older student at the

Attribution

clarification/questions.

school who he can spend time with, and

The student attributed his lack of success to

(Woolfolk, Winne & Perry, 2013, p.462)

ensuring that you (the teacher) are also

a stable uncontrollable cause; He may have

demonstrating these strategies.

viewed anxiety and failure as a permanent

Intervention

aspect of schooling. By providing choices

Distinguished properly between low,

Piaget

for tackling the problem, the situation can

moderate, and severe intervention, and

If the student is exposed to cursing at home

become more unstable and controllable.

implemented these interventions properly

as a way to express frustration, they have

(Woolfolk, Winne & Perry, 2013, p.413)

(Ex: providing student with a choice,

likely developed a schema (Woolfolk,

creating a contract, consulting with others,

Winne & Perry, 2013, p.38) regarding

Goal Orientation

contacting parents, etc).

swearing as a solution to emotional upset.

The teacher continues to monitor Shamus

(Woolfolk, Winne & Perry, 2013, p.455)

When the student swears at school and

progress, and encourages his own self-

their teacher becomes upset with them, it is

monitoring through goal setting. She begins

Contingency Contract

likely that this is causing the student to

with 5 stars as the goal towards earning a

The student and the teacher create a

experience disequilibrium. (Woolfolk,

small reward, and then gradually increases

contract together regarding how the

Kara Amiot, Karli Brinson,

Katarina Dato, Elise Gallagher
Ed 3502
November 4th, 2015

Winne & Perry, 2013, p.38) This

the goal by adding stars (Ex: 10 stars to

student will behave and what the rewards

disequilibrium will likely cause them even

earn a reward, 15, 20, etc).

will be for when their behavior goals are

more upset. Therefore, providing the

(Woolfolk, Winne & Perry, 2013, p.407)

met. This may be most effective with a ratio

student with choices they can make instead

schedule of reinforcement (Woolfolk,

of swearing will cause the student to go

Self-efficacy

Winne & Perry, 2013, p.232) as

through the process of accommodation as

The students anxiety may have stemmed

demonstrated in our skit. Through using

they will create a new schema for dealing

from and reinforced a low sense of self-

this method, the student is gradually given

with emotional upset. (Woolfolk, Winne &

efficacy, which developed into learned

larger goals, and the reinforcement is not

Perry, 2013, p.38) Furthermore, the

helplessness (Woolfolk, Winne & Perry,

expected after every positive choice is

student will likely be in the Concrete

2013, p.415). Emphasizing improvement

made. (Woolfolk, Winne & Perry, 2013, p.

Operational stage of cognitive

and mastery, providing concrete

244)

development, and therefore, they will be

approachable steps towards improvement,

Classroom Layout

able to consider past, present and future.

and encouraging him to seek help can

If the student appears to be distracted it

(Woolfolk, Winne & Perry, 2013, p.39) This

increase self-efficacy.

may also be worthwhile to consider where

will help guide their reflection on past

they are sitting in the classroom and

behavior, and how they make changes and

Intrinsic and Extrinsic Motivation

whether something in their approximate

continue to do so in the future.

It is important to consider how you can

area is distracting them. For example, an

help the student to be intrinsically

open window, talkative neighbors, a view of

Conditioning

motivated to change their behavior. With

the hallway or several other factors could be

The student may have been classically

the behavior chart example we provided in

causing the student to have a distracting or

conditioned to associate school

our skit, the extrinsic motivation was that

overstimulating environment. Solutions for

environments with anxiety and

the student could be rewarded with five

this could include a different seat in the

hopelessness (Woolfolk, Winne & Perry,

minutes of free time after he made five

classroom, wearing earplugs during

2013, p.229,230). In that case, the teacher

positive choices to express his feelings

individual work time if they are

Kara Amiot, Karli Brinson,

Katarina Dato, Elise Gallagher
Ed 3502
November 4th, 2015

could try to associate a learning task (e.g.

instead of swearing. However, the teacher

overwhelmed by noise in the classroom,

reading) with pleasant events (e.g. a comfy

also considered ways in which she could

dealing with potentially disruptive student

reading corner). Breaking down goals into

help the student modify his goals so he had

behavior that is distracting the student or

smaller steps may also encourage students

to make even more positive choices to be

having another quiet work space in the

to risk anxiety-producing situations

rewarded with the five minutes of free time.

school available for them when they need it.

voluntarily.

If Shamus shows quick and enthusiastic

Applied Behavioral Analysis

progress because of the activity then

The teacher in this situation used a form of

eventually the teacher can remove the

Positive Behavior Support (PBS) to change

behavior chart strategy altogether. At this

the students behavior (Woolfolk, Winne &

point, the student will have been practicing

Perry, 2013, p.248). The goal of PBS is to

their ability to make positive choices from

replace problem behaviors with new actions the behavior chart without being reminded
that serve the same purpose. In this case,

and therefore, they have been building self-

the students swearing was replaced with a

efficacy in that they will make positive

different method of coping with anxiety and

choices on their own accord. With the

frustration. The teacher then positively

combination of goal modification and

reinforced this behavior and encouraged

growth in self-efficacy, the teacher can

self-management.

slowly wean the student from the behavior

chart and its rewards as long as they
continue to demonstrate intrinsic
motivation to make improved choices.

References

Kara Amiot, Karli Brinson,

Katarina Dato, Elise Gallagher
Ed 3502
November 4th, 2015

Woolfolk, A., Philip H., W., & Perry, N. (2013). Educational Psychology (Sixth Canadian ed). Pearson.