Behavior Reinforcement and Modification

       Behavior modification and reinforcement usually starts at home as a child is reared. It is important that parents and family members have background on behavior reinforcement and modification to mold a well-rounded individual.

       At home, we employ the strategy, punish in private and praise in public. When our child displayed a positive behavior we praise her right away. When she commits unwanted behavior, we talk to her privately. However, we are very careful when she just want our attention, if that is the case I make sure we have time to play and bond together.  As with other families, rewards are also given to reinforce behavior.

        As a child I have experienced Premack principle as a strategy used by my parents and older siblings. Before I can get what pleases me, I have to perform a task. Before I am allowed to play outside, I have to sleep first or to perform some household tasks. As an adult, I still use this myself to attain my goals, that is before I can engage in biking, I have to finish my work-related tasks and the required activities in the courses I enrolled in this term. This is effective in increasing the frequency of positive behavior hence, I also employ this as a technique in modifying the behavior of my child. Before my child can watch her favorite movie, she has to read first and finish her homework.

         For me, reinforcements can be used to modify negative behavior and maintain positive behavior at school. Giving of rewards can also be effective to sustain and encourage display of positive behavior. It can also be effective in raising the academic achievement of students. Punishment should be used at the minimum, if it cannot be avoided, specifically physical punishment considering its negative effects. Aversion and anger directed towards the person implementing the punishment and tendency to become more violent on the part of the individual are apparent in this kind of behavior modification strategy.

Personal Behavior Modification Plan

Behavior to be Modified	Actions to be Taken	Expected Outcome
Inconsistency of actions towards the accomplishment of goals.	Planning of specific actions towards the accomplishment of the goals. Develop a time frame. Evaluation of the accomplishments. Reward self when sub-goals are met. Engage in relaxing activity after a major accomplishment.	Become goal oriented. Prioritize activities that are relevant to goals. Reinforced positive behavior.

Strategic Learning-Teaching: Metacognition, Transfer and Expert Thinking

Can we teach metacognition?

    Metacognition is very essential for an individual to become a self-regulated learner. We can teach metacognition to our students for them to be more effective in learning. We can help them set realistic goals and guide them in planning how to achieve these goals. We can also guide them in evaluating themselves in terms of the accomplishment of their goals for them to fine tune their actions. Accurate evaluation is very much needed because self-assessment should not make learners overconfident but should make them more aware on the level of the achievement of their goals.

We can also help them develop good study skills leading toward strategic learning and gaining metacognition skills. Teachers can instruct students to take down main points of the discussions and also reflect on the result of tests and how they can improve their performance. Self-evaluation and assessment such as this journal is a way of developing metacognition among students.

How can we Facilitate the Development of expert thinking?

      We can facilitate the development of the expert thinking among our students by giving them the opportunity to solve problems, applying the previous concepts and gained experiences. We can use the scaffolding strategy, by relating a previous concept to the topic being introduced for a smoother and subtle transition. In this manner, the learner develops an expert thinking. Past experiences gained by the learner aids them in solving future problems.

Should we be concerned with transfer? Why? What can we do about it?

       Transfer is related to becoming an expert. Effective transfer can lead to expertise and adaptation to new situations. As teachers we should be concerned with transfer, for us to help or students gain better understanding of the topic and apply it in relevant situations. Transfer is largely dependent on the depth of the original understanding, hence we us as content providers and delivery agents should be creative enough for students to comprehend new concepts and then provide avenues for them to apply the initial concepts gained in succeeding pertinent circumstances. We should devise strategies which enhance understanding rather than on memorizing. A classic example of this strategy is the one used by our UPOU professors wherein we employ concrete examples and experiences to represent abstract concepts.

     We can also facilitate transfer by giving our students the time to process the facts, ideas and information. Sometimes, it is important to pause and give our students time to reflect and analyze the situations/problems. The problem lies when we stuff too much content in a limited time frame for instance in a semester still packed with other extra-curricular activities. The feedback element is also needed in transfer. Students should be guided to evaluate themselves effectively.

Intelligence: Nature and Nurture

   A lot of disagreements exist on the contribution of nature and nurture on the intelligence of an individual. Several theories also exist concerning intelligence. Common evidences of genetic influence include the studies on twins and adoptions. For the environment factor: school attendance has impacts on IQ and twins reared on a different environment have less likely similar to twins raised together.
Personally, I believe that both genetic factors and environment contribute to the variation in intelligence. Intelligence is present at birth and can be altered by the environment. Genetic factors and environment truly complement each other in affecting the overall intelligence of the individual.
I learn best by solving problems and doing things myself. I usually don’t jell with others when working in a team since I prefer to work on a task individually and then asking inputs later after finishing it. I like lists, diagrams and illustrations when learning too. I believe that there is always a methodical and optimal way to solve a problem. I analyze a problem and often apply Mathematics and logic in solving everyday problems. I believe that both genetics and environment somehow shaped the intelligences present in me. None of my parents are musically inclined like my other siblings, which is also true for me. Environment, primarily my attendance in schools also shaped my intelligences. Taking up an Engineering degree perhaps nurtured my visual, logical and intrapersonal intelligences.
Notion of intelligence affect the way we teach. For example, when we perceive that our students are intelligent we tend to be more challenged and motivated to study and prepare on a certain topic. On the contrary, if we perceive it the other way around, we adjust the level of difficulty of the activities, exercises and tests we are giving sometimes leading to mediocrity on our part as teachers as well. On learning, if we know we are good at a certain task, we are inclined to pursue it. For example, when we know we are good in Logic/Math we can confidently take engineering, if we possess excellent interpersonal skills, we can take teaching or sales. Ideally, we should treat all students fairly since they are all capable of learning and their capabilities and interests are diverse taking into consideration, the Theory of Multiple Intelligences. Students may have weak points on certain areas but have strong points in other fields. Varied teaching approaches should cater to these individual differences.
In terms of education we tend to correlate the academic success of parents to their children’s achievement. When the parents are doctors, the society and even the education system expects that one child will also become a doctor. This belief is an evidence that notion of intelligence and expectations of the society play vital roles in the lives of people.
Our educational curriculum somehow supports multiple intelligences. The subjects in the primary and secondary level such as Social studies, Language (English and Filipino), Music, Arts, P.E., Mathematics and other subjects are part of the intelligences described by Gardner. At the classroom setting however, we seldom experience environment that supports multiple intelligences. We often tie intelligence to numerical, logical ability and language proficiency and neglect other areas such as emotional intelligence.
The drawback of a standardized test on intelligence is that the tests do not depict the overall intelligence of the person. It mainly measures the analytical skills of an individual and failed to consider other fields (i.e., existential, kinesthetic, musical, emotional, etc.) of intelligence. One thing more, these tests are validity and reliability tested in foreign lands and that these may not be applicable in other cultures, hence bias is present. We must also measure both aptitude and achievement in entrance examinations and job qualifications. In looking for the right person for a specific job, Sternberg’s Triarchic Theory can be used, wherein the analytic, practical and creative intelligence of the applicant should be measured.
I took the test on Multiple Intelligences  from the site, http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm which was posted by one of my classmates in EDS 103, Mr. Batu Yilmaz and the graphical result is shown in the figure below. I agree with the results since it is parallel to the result of the test I have taken in Learning Styles in my previous e-Journal Entry. Being aware of my intelligences in the areas of logical, visual and intrapersonal can help me learn effectively too. I can use these strategies for me to learn and take capitalize on these areas.
Knowing the nature of intelligence broadens my teaching practices. Rather than focusing on general mental ability and learning of facts, I will teachers encourage acquisition of cognitive skills and problem-solving ability among my students. Since intelligence is not measured only on mental ability, we should shift from the traditional approach of teaching, wherein memorization of facts is a common practice, to facilitating and teaching the students learning skills. We must accept the idea that students excel in varying areas and fields. Our role as teachers is to provide opportunities for their intelligences to developed and positively used for the betterment of the individual and the society.

        Let me redefine intelligence as hinged on the different theories and satisfy other views concerning it:
“Intelligence is the cognitive, social, emotional and physical faculty of an individual essential in the adaptation to the constantly changing environment.”

What Drives Your Engine?

What drives us to perform at the maximum and attain our goals? Motivation directs and energizes us to perform better towards the achievement of our goals. It provides the “kick” for us to start something and keeps us going along the way despite inevitable hurdles. Many theories on motivation exist with differing and contrasting views of it.

Reflecting on one of my major decisions to learn and improve myself that is, enrolling in the PTC program, my motivation is to upgrade my skills in teaching. I believe this as cognitive since I am confident to finish the course that is why I enrolled in the program (Self-Efficacy).  Secondary to these are attached extrinsic motivations or rewards like career advancement and promotion. Previous experiences of finishing enrolled courses provided me confidence in taking the course and negative experiences on past undertakings served as an avenue for me to correct my mistakes in such endeavors.

During my first year of teaching I took a course on Master in Development Administration, but unfortunately I did not finish it. I am writing my thesis that time, that I was unmotivated to finish it since it was not related to my Engineering undergraduate degree and that I have realized that vertical articulation is being implemented in academic institutions. So despite finishing my thesis proposal, I shifted to a degree that is vertically aligned with my undergraduate course. The fact that the MS Electronics Engineering is a lot more difficult and expensive than my previous degree I pushed through and finished the course. Perhaps, the intrinsic, extrinsic, cognitive and affective factors of motivation coupled with the needs espoused by Maslow propelled me in performing better and eventually finishing the course. The challenge of graduating is high since there is a very low success rate for that degree but my confidence and skills in studying prevailed. Somehow, I experienced flow as defined by Csikszentmihalyi at that point of my life. Flow occurred due to persistently applying my good habits in studying and avoiding procrastination.

What motivates me in teaching? After about a decade in teaching, I realized it is really my calling and passion because despite the low salary and many problems encountered I am still in this profession. Seeing our students graduate and progress in their socio-economic conditions gratifies us. I am still excited to prepare my lessons and see my students learn. If you still feel this innate motivation, then you became deeply attached with the profession. Perhaps, self-actualization being attained in teaching as it is in the highest hierarchy of needs.

Other people believe that motivation should originate from within that person. It is true for me. But in the real world conditions, we have set up systems for rewards as we give praise for our child’s high grade, without actually asking him/her what was learned. Financial rewards are also given to high-performing employees to motivate them. These systems enhance competition rather than higher achievement. We in turn as individuals are driven by these perks and that if we do not get the expected rewards despite attaining the goal, our motivation falters and performance decreases.

In pre-existing systems and conditions, intrinsic motivation is the ignition and extrinsic motivation is the fuel. The two always complement each other for the fire to start and for it to continue. Without fuel there would be no fire, similarly if there is no ignition system, the fuel is useless in an engine. The same is true in motivation and attainment of goals.