Chapter 6 Social Learning

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Chapter 6 - Social Learning Cognitive Approaches
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Social Learning Theory the Roots of Misbehavior

• Discipline problems in the schools reflect the
  problems that face society (Levin Nolan,
  2004, p. 40).
• Your class is a purposeful regional sample of
  society - (i.e., all 14-15 yr. Olds gr. 9)

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Ecology

• Many factors that contribute to discipline
  problems are beyond the schools control (Levin
  Nolan, 2004, p. 41).
• Diet, family, disease, health, genetics, home
  environment, abuse, addictions, habits,
• Dilemmas Coping supports

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News Video Games
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Rapid Technological Change Concern

• By the end of elementary school many children
  possess knowledge that their parents only vaguely
  comprehend (Levin Nolan, 2004, p. 42).
• Personal computing, biotech, information
  retrieval, ecology.
• They see global events - war

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Technology Impact
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Monkey See, Monkey Do!

• Vicarious reinforcement is derived from
  observing others . . . . say Joe observes the
  teacher reinforcing Richard when Richard "tidies"
  his desk . . . By attending to the events and
  forming a cognitive representation of them
  (Richard's desk "tidying" and his being
  reinforced for it by the teacher), Joe becomes
  vicariously motivated to perform this same
  behavior at some future date because he has
  vicariously experienced reinforcing consequences
  for this behavior (p. 125).

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Youth Perspective

• The global information . . . has caused many
  young people to view adults as ineffective in
  managing their own world . . . . Therefore,
  respect . . . Has eroded, and adults exercise
  less influence on the young than they once did
  (Levin Nolan, 2004, p. 43).

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Teacher Perspective

• Teachers, too perceive many school curricula to
  be irrelevant to todays world. They are
  frustrated because of the almost impossible task
  of keeping up with the expansion of knowledge and
  the new technologies. (Levin Nolan, 2004, p.
  44).

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Models Influences

• T.V. . . . 23 to 28 hours per week (Levin
  Nolan, 2004, p. 45).
• . . . The average child would witness 8,000
  televised murders and 100,000 acts of violence
  before finishing elementary school (Levin
  Nolan, 2004, p. 46).

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Influences

• 80 percent of todays video games contain
  violence, a noted increase from earlier years
  (Levin Nolan, 2004, p. 47).
• Playstation titles Battle Hunter, Assult with
  Battery, Crash Bash and these are rated E for
  everyone.

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Ready 4 Recess/Break?
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Teaching

• is one of assisting the learner to perform these
  mental elaborations and revisions (i.e., the
  extensions to cognitive structures brought about
  by the assimilation of new information into
  existing structures, and the accommodation of
  cognitive structures to the inclusion of new
  information.

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Control Modeling!

• Control of your own behavior is of paramount
  importance.
• . . . Lack of parental supervision was one of
  the strongest predictors of childrens later
  conduct disorders (Levin Nolan, 2004, p. 49).

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Home life ?

• Between 1960 and 1993, the divorce rate
  increased over 100 . . . Remarriage often
  creates additional problems for children. . . Any
  form of marital conflict increases the likelihood
  that children will develop some type of
  behavioral problem (Levin Nolan, 2004, p.
  50).

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School Environment
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Needs

• Psychological - self-image, esteem, concept.
• Remember for some kids it takes more energy to
  sit still
• Being hungry, overcrowding, noise, frequent
  interruptions interfere with learning.

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Needs

• Safety and security - fear
• . . . The more students feel insecure about
  their physical safety, the less likely they will
  exhibit the on-task behaviors necessary for
  learning (Levin Nolan, 2004, p. 54).

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Social Needs

• Recognition Wall of Fame
• Honor roll, Athletics, Praise, Awards, Stars
• Attention-Seeking AGM
• Peer Modeling, Peer Tutoring
• Self-control, Self-reinforcement,
  Self-regulation, Self-instruction

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Self-Esteem

• Seminal fact . . . The chronically disruptive
  student can be viewed as the most powerful
  individual in the classroom (Levin Nolan,
  2004, p. 59).

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Self-Esteem

• If the students self-esteem is publicly
  threatened in front of peers, the likelihood that
  she will use this distorted power increases.
  (Levin Nolan, 2004, p. 59)

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Cognitive
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Cognitive Development

• 4 Stages Sensorimotor, preoperational, concrete
  operational, formal operational
• Proposed by Piaget, J. 1960s
• Sen - Birth to 2 Pre - 2 to 7
• Con - 7 to 12 Formal - 12 up

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Moral Development
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Laurence Kohlberg

• What did he propose?
• Name the levels.
• What is the significance of this for teachers?
• No answers search the web!

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Normal

• Normal developmental changes can lead to
  disruptive behavior (Levin Nolan, 2004, p.
  65).
• Why -
• Growing independence
• Changing Ideals
• Peer orientation (pressure , -)
• Negative Models

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You are a model !

• The teacher "as model" is a difficult and
  complex topic, but it is one that every
  instructor must analyze and examine in relation
  to his or her own instructional styles and
  efforts (p. 134).
• How you choose to react success or failure for
  you and the student!

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Task Reflection

• Who was your best class manager (Model teacher)
  to date and why?
• Share these points will peers.