Peer Exploring: The Stand-up Comic 1st Year Teacher

Seminar Candidates
35 minutes Big Ideas: Materials:
- Using behavioural learning to explain The Stand-up
Use a Comic
phone Learning Goals:
timer to 1. Discuss the case study and the actions of the teacher in
monitor relation to course concepts
the time 2. Gain an understanding of how behavioural view of
for activity learning are implemented in the classroom
and
question.

Mind’s On Engage the students and get them to reflect on their own 8 minutes
behaviours from a behavioural view.

Think about a time where you had a behaviour that you did not
like and wanted to change.

1. What was the behaviour’s ABCs (Antecedent,

Behaviour, Consequence)
2. Did you fix it? If so how?

Peers can write out, draw, and present their experience on Pear
slides. Each peer will have up to 2 minutes to explain their
experience.
Action Introduction and review: 25 minutes
- Review some basic behavioural terms that we will be Intro – 3 -4 minutes
using in our discussion to ensure everyone is on the Guidelines – 1
same page minute
- Review the Case Study
Questions – 20
Break and reflect (30 seconds) minutes - <5 min/
question
Introduce guidelines for discussion
- Review the guidelines for building critical and
collaborative communities discussed in previous classes
- strive for intellectual humility
- Recognize the difference between opinion and
informed knowledge
- Let go of anecdotal evidence and look at
broader social patterns
- Notice your own defensive reactions and use
them as entry for gaining deeper self-
knowledge
 - Recognize how you own social positionality
informs your perspectives

Discussion Questions:
1. What were the ABCs of his behaviour?
2. In the initial part of the case study the teacher seemed
to encourage the joking in the classroom. Did he fail to
effectively reinforce the correct behaviour? What could
he have done instead? How could he have reinforced
the same outcome without causing disruption in his
classroom?
3. I always like to pre-empt problems rather than deal
with them after the fact! How could the teacher have
pre-emptive this problem? Could he have used
positive/negative reinforcement to solve this problem
before it even occurred?
4. Do you think a seminar/workshop/lesson
demonstrating how to make friends and the mistakes
that could occur be effective?
5. What do you think is an effective strategy to solve
problems like this in our classrooms? Are punishment
effective/prevention and positive reinforcement
equally effective?

Consolidate Review the key take always from the discussion and 5 minutes
implementations for our classrooms

Thank everyone for participating

Home VPS reflection task