Lower-Level QTC (10.1) Knowledge, Understand, & Apply
*What is the difference between vicarious reinforcement and
vicarious punishment? Explain, describe, and give an example of each? Which one
do you prefer? Which one is more efficient?
Higher-Level QTC (10.2) Create, Evaluate, & Analyze
*Come up with your own vicarious reinforcement and vicarious
punishment. How could you use them in your classroom? Of the two examples,
which one do you think is better? Tell me why.
Q1: Vicarious reinforcement is a phenomenon in which a response increases in frequency when another person is observed being reinforced for that response. Vicarious punishment is a phenomenon in which a response decreases in frequency when another person is observed being punished for that response. I think both vicarious punishment and reinforcement are equally efficient within the classroom setting depending on your students. I think I would prefer using vicarious reinforcement in my classroom because I would like for my students to be doing the right thing by following examples of their peers and me as the teacher. By modeling I think teachers can influence their students about classroom decisions and behaviors. I would like for my students to follow and replicate others based on good consequences and results, not bad ones.
ReplyDeleteQ2: The book mentions that it is very important that teachers do not vicariously reinforce undesirable behavior or vicariously punish desirable behavior. For example, if we give too much attention to a student who misbehaves, others might misbehave for attention as well. One method I would use in my classroom as vicarious reinforcement is by getting excited or showing support for students who verbally give answers during class. I think it is really important that students are able to speak their minds in a classroom setting, and I think one way to promote this is by giving verbal feedback (and occasional extrinsic motivators) to encourage students to give answers. When students saw others getting positive reinforcement and feedback they may be more inclined to share their answers. A form of vicarious punishment that I may use in the classroom setting would be the "look" in combination with punishment. If students are misbehaving in class then I may give them a cue through the "look" or by taking away something of value to them (such as recess or free time). Other students would see the result of misbehavior and attempt to always be on target with their behavior so they are not punished like other students in the class. As I mentioned before, I think I prefer vicarious reinforcement because it allows students to see what their behavior should look like--and they are rewarded for it. It is similar to when teachers give you examples of how your work should look--generally, they give a great example so you can model your work after it and strive to complete the task similarly. I think vicarious reinforcement and punishment work in the same way, I want my students to follow examples of things I want them to be doing.
Madelye,
I think your questions were labeled correctly. In the second question I really had to analyze the text to form examples, and think back to when I was in school and see if I could relate the question to my own experience. Good job!
--Ciera Rinck