#9

I think both self-efficacy and self-regulation play a very important role in the case involving Lisa. It's possible that Lisa is acting out of turn because she does not have high self-efficacy. As her teacher, it is important that I help her to be more confident. I think an efficient way to go about this is to use reinforcement. I would praise her every time I observed her behaving or doing work well. I think with young kids, stickers also work very well. They get excited their work/behavior was good enough to earn them a sticker, and then they become motivated for it to happen again.

Self-regulation definitely plays a role in regards to Lisa. I've found that when working with kids with behavior problems, the best thing to do is to have them fill out a self-monitoring chart. There could be different categories like "working with others, doing fair share of work, raising hand, etc." and for each category, she would choose how she behaved by choosing a smiley face, neutral face, or a sad face. At the end of the activity, I would look it over to make sure she wasn't just giving herself all smileys. I would also know if she was lying, since I would be monitoring around the classroom. Then I would ask her what she thinks she did well, and what she may need to work on. And then I would ask her how she thinks she could improve, so she realizes that she is in control of her actions.

http://ici.umn.edu/products/impact/182/over6.html

Numero Ocho

I think there are certain tools from a behaviorist view that could help with Lisa's behavior problems. Lisa is unhappy with her role in her group, and thus acts out. I would probably use positive and negative reinforcement, and negative punishment to improve her behavior. For negative punishment, I would remove her from the group and have her work all by herself. As a positive reinforcement, I would praise her for behaving and working well in her group when appropriate. As negative reinforcement, I would tell her that if the group behaves and gets along, I would assign them less work to do. 

As for a cognitive or constructivist approach, I would use neither reinforcement nor punishment. I might ask her questions about the situation privately. I would ask her why she thinks these breakdowns are happening, until she comes to the conclusion that the problem is her behavior. I would then ask her what she thinks would happen if she were to change her behavior. That way she can come to conclusions on her own, and learn for herself. 


I found this website about what a teacher could do instead of using punishment.

http://tigger.uic.edu/~lnucci/MoralEd/practices/practice1devries.html

#7

When working on developing reading skills, I think that metacognition and problem solving play a major role. I think a good idea may be for students to read a story together. In the deaf classroom, they would all have the story in front of them, and when called on they would have to share information with each other about what they had just read. Then I would ask them questions about things that happened in the story to assess how their reading performance and comprehension. I would have them write down their answers, and we would go over them as a class.

http://www.readingrockets.org/article/21160/