Self-efficacy and self-regulation

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

Here is the case study I had.

You have started to dread your fifth period history class.  It is made up entirely of seniors who are counting the days until graduation and seem to care very little about learning.  Most of the students are obviously members of one clique or another.  Whenever they think your back is turned, they start passing notes and text messaging.  Worse, three boys have started disrupting those engaged in learning.  No matter what you say, they laugh at the students who present their group projects to the class.  Yesterday, Tony, Jeff, and Morris started roughhousing; then all three of them refused to sit down and follow the class procedures that the classroom community agreed upon at the beginning of the year. Although you have been using a set approach to handling infractions of rules, you decide it is time to change these procedures.

Self-efficacy, as it is described in albert Bandura's social cognitive theory, is the belief in oneself's ability to succeed in a given circumstance or task. I think of a character named Tobias from my favorite show Arrested Development. Tobias is convinced that he can be a great actor, even though he is terrible. He has very high self-efficacy, but it does not help him. Arrested Development :Tobias auditions for a commercial   . Self-efficacy can be very helpful though, we all know that motivation is what makes the seemingly impossible, possible. Here's a video with a clip from one of my favorite movies Cool Hand Luke. Luke says he can eat 50 eggs, and the only way he is able to do it without giving up is by really believing it. But what about when there is no motivation? In this case study, it seems that the seniors lack motivation to pay attention. We do not really know about their self-efficacy level in the classroom. In fact they may share a very high level of self-efficacy. If it is too high, they may not think they should waste their time trying something, because they already think it would be too easy for them. I have seen this in a couple of the students that I tutor. "I don't need to read this. It's too easy. I got advanced in TCAP." Their pride actually prevents them from challenging themselves. This may be what is going on with the seniors. They need a a challenge. Something that may relate better to the seniors is self-regulation. If the students would self-regulate their behavior, perhaps they would not act out as a group as much. Even if just a couple of the students would have better self-regulation, they would have an effect on the others. The instructor would have to be able to create some kind of motivation for this to work, either intrensic or extrensic through some kind of punishment or reward. I find that the About.com section on self-efficacy was actually quite helpful at reminding me what I have learned on the subject. http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm

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Question: Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?

High School Case Study

You have started to dread your fifth period history class.  It is made up entirely of seniors who are counting the days until graduation and seem to care very little about learning.  Most of the students are obviously members of one clique or another.  Whenever they think your back is turned, they start passing notes and text messaging.  Worse, three boys have started disrupting those engaged in learning.  No matter what you say, they laugh at the students who present their group projects to the class.  Yesterday, Tony, Jeff, and Morris started roughhousing; then all three of them refused to sit down and follow the class procedures that the classroom community agreed upon at the beginning of the year. Although you have been using a set approach to handling infractions of rules, you decide it is time to change these procedures.

 

Considering this case study from a behaviorist viewpoint, I think it is worth looking into the two types of conditioning that make up behaviorism, those being classical conditioning and operant conditioning. There is no guarantee that these would work in such a case (in fact it seems like something a little less subtle is necessary), but it is worth a try. Classical conditioning would be the bigger challenge. I think the teacher could find one action that is most consistent with the students' misbehavior, say laughing in class, and attach something negative to it, like a frown and a pause followed by a stern look at the students who are misbehaving. My mom says when she has a student that is generally acting up, she walks over to him, puts her hand on his desk and takes a noticibly deep breathe. It is uncomfortable for the student and the idea is to condition him to be uncomfortable if he is thinking about acting out. I think this method could be attempted on these boys, but they may be too carefree to be embarrased or made to feel uncomfortable by a teacher's action. In that case, operant conditioning comes into play. This would involve either negative or positive reinforcement. The teacher would have to ensure that new rules are made and clearly stated, and that the outcome for breaking those rules are known. The consequence could be taking away priviledges like getting to eat or drink in class or adding something, like extra homework.

 

 

Here is a website that really helped me understand these concepts, especially how they relate to the real world, not just some slobbering dogs. http://healthyinfluence.com/wordpress/steves-primer-of-practical-persuasion-3-0/doing/ding-dong-classical-conditioning/

 

 

Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint. How do they compare to behaviorist tools? What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management?

 

 

From a cognitive viewpoint, I think it would be difficult to illicit change in these boys. There is not necessarily a deficiency in their ability to learn. They just do not want to learn, and would rather be disruptive. cognitive learning stresses memory and processes, but does not get into behavior modification unless we are talking about cognitive behavior therapy, which requires willing participants.  

 

 Constructivism refers to learning by building on previously learned knowledge. From Wikipedia, "Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order." While this is useful for exploring new concepts, and making sense of seemingly unrelated material, it does not quite get at the behavior modification that is apparently needed for this case study. Both of these seem more complex than behaviorist tools, and probably are used for understanding more complicated concepts, while behaviorist tools often just rely on natural human response.

 

Because I want my students to learn by doing, not just memorizing facts to spit back out, I think the constructivist theory may play a big role in how my class operates. I want students to be constantly building on previous knowledge, using new information to challenge or bolster what they already know.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Metacognition

Metacognition relates to a person's awaredness of what he or she is learning and the processes they are going through.I think this kind of thinking is important not just in learning how to do something, but how to do something better. I think of it like dancing. If you try to learn a whole dance as one action, rather than a combination of multiple moves, it will be very difficult. It is natural for us to want to learn this way because there are so many complicated things we do that involve many steps, but are so ingrained into us that they are second nature. For this reason we don't often think about breaking things down and analyzing what we are learning. Let me give an example to help clarify what I am saying. Something as seemingly simple as brushing your teeth actually has many steps once you break it down. You have to pick up the toothpaste, uncrew the cap, put the cap down, pick up the toothbrush, put it up to the tube, squeeze the tube, etc. You get the picture. The point is that nothing we do is inherrently that simple, even if we think it is. So some things that we think are really complicated may be much more doable if we break it into parts. Metacognition helps us do that. I started developing a Cold War history lesson for another class so I will use that for my example. If the students are learning about Cold War propoganda and its effects on people's minds, a closer look at our own minds helps. When we look at the trailer for Rocky IV
http://www.youtube.com/watch?v=bN-SShi58cI
 arguably a piece of Cold War era propoganda, a lot happens in our brain to shape the impression we have of it. When I watch the movie, as cheesy as it is, I can't help but say in my head, "Go America!" this is because of all the past memories I have relating to the Rocky movies, America my country, and my knowledge of the US and Russia conflict. All these memories and beliefs come together to help form my experience. Obviously this is a somewhat trite example, but the same idea can be applied to anything. This can allow us to explore why we think certain things.

On a purely practical level, if I want to increase my understanding of something, like the cold war, I can use metamemory. Metamemory forces me to look at my existing memory systems, think about why I remember certain things and help me develop ways using that knowledge to learn even better.

I want to share a game now. This is a game I have on my smartphone but can be played online too. It would not seem like an educational game at all, and explicitly it is not. So why am I sharing it? Besides the fact that I think it is brilliant, it is a really great example of a problem that required analysis of memory. It is a puzzle game that builds on itself, and to proceed through the levels, you have to be aware of what you have done, what works and what does not work, just when you think you've got the hang of it, everything changes, and you have to alter your existing understanding of how it works to continue. This will make a lot more sense if you play it, and I suggest using a touchscreen device like an iphone or ipad for a better experience than the mouse will offer. I think this is an example of metacognition. If I am wrong I gladly accept critique. What do you think? The game is called Contre Jour http://www.contrejour.ie/